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General information

Code:
12215
Main Scientific area:
  • Education
Regime:
Half-yearly
ECTS:
5
Teaching type:
Presential
Language of instruction:
Portuguese


Contact Hours

Autonomous work:
95  hours
Classes:
15  hours  -  Theoretical
30  hours  -  Theory Practice

Objectives of education

The curricular unit Curriculum and Assessment is a key curricular unit that aims at building curriculum knowledge that is considered to be relevant for the teaching profession. Drawing upon the Portuguese reality with its education system and organization at both elementary and secondary school, it entails an opportunity for student teachers to reflect and develop knowledge, competencies and attitudes and to consolidate their professional knowledge which is considered to be essential to the teaching profession. It focuses upon the analysis of the key elements and processes of curriculum development and evaluation, within an integrated view, taking into account the contexts of decision-making process: policy/central administration, management and implementation, that is, the central structures of the education system, the schools and the classrooms.

Key learning outcomes

- To distinguish different conceptions of curriculum;
- To analyse the key assumptions in curriculum design and evaluation in a given educational organisation;
- To characterise teachers’ decision making process in the light of different policies and curriculum models;
- To analyse evaluation and assessment conceptions and modes;
- To understand the process of evaluation and its key dimensions and the contexts in which it is put into practice, including the factors that influence it;
- To develop a critical and consistent view of the curriculum models, processes, practices and discourses in both elementary and secondary education;
- To build curriculum knowledge relevant to the teaching profession.

Program summary

1. The concepts of curriculum and curriculum development.
2. Curriculum theories and their contribution to the educational processes.
3. Key assumptions and principles of curriculum design.
4. Phases, actors and competencies in the process of curriculum development.
5. Curriculum evaluation.
6. Modes and functions of assessment.
7.The role of the teacher in curriculum development and evaluation in the light of different policies and models of curriculum development.
8.The Portuguese structure of curriculum design.
9. Processes and practices of curriculum management: reflection, planning, objectives/ competencies, content, methods, activities and evaluation.
10. Curriculum and teacher professional development.

Essential bibliography

Alves, M.P. (2004). Currículo e avaliação. Uma perspetiva integrada. Porto Ed.

Flores, M. A. (Org.) (2017). Práticas e discursos sobre currículo e avaliação. Contributos para aprofundar um debate. DeFacto.

Flores, M. A.; Machado, E. A. & Alves, M. P. (Orgs.) (2017). Avaliação das aprendizagens e sucesso escolar. Perspetivas internacionais. DeFacto.

Gaspar, M.I., & Roldão, M.C. (2007). Elementos do desenvolvimento curricular. UAberta.

Gimeno, J. (1995). El curriculum: Una reflexión sobre la práctica. Morata.

Teaching methods

Given the nature of the CU, lessons will include theoretical and practical sessions in which attention will be given to the clarification of key concepts. Also, it includes methods that foster the active participation of student teachers, discussions and debates and the analysis of the themes.
This curricular unit also comprises moments for reflection (both individually and in group) and the analysis of different documents and materials, fostering a research-based approach. The goal is to involve student teachers in knowledge development taking into account the Portuguese reality.
In addition, the analysis of the normative and legal texts focusing on the school curriculum, on assessment of learning and on teachers’ work will be conducted. The following tasks well be carried out, amongst others: students’ pre-conceptions about curriculum and assessment will be made explicit and discussed; watching movies and webinars and subsequent group discussion; debates about assessment and curriculum and pedagogical autonomy; project work in group throughout the semester. A dialogic approach to the contents included in the syllabus will be adopted.

Assessment methods

Assessment includes:
a) Project work in teams (50%);
b) Written test or individual reflection (50%), for students coming at least at 70% of the classes;
c) Written exam (for students who are not able to come to class and for any other situations).
The formative dimension of assessment will be adopted in order to monitor the development of students’ projects throughout the semester. This will be done in given/formal moments but also in informal moments. In addition, sharing and joint reflection will be promoted including the presentation of the outcomes of the projects. Self-assessment and peer assessment will be carried out individually and in groups. Thus, the criteria for assessment will be discussed with the students.