Curriculum Development and Assessment - EFQ2

Ano letivo: 2018-2019
Specification sheet

Specific details
course codecycle os studiesacademic semestercredits ECTSteaching language

Learning goals
- Knowing about and comprehending the concepts and fundamentals of curriculum development
- Knowing about and comprehending theories, orientations and guidelines in the Portuguese education system
- Recognizing teachers' decisions and responsibilities in curricular processes
- Understanding the meaning and field of curriculum development
- Outlining the curricular process and adapt/design methods and procedures of curricular work
- Analyising curricular documents and situations characterised by differences in scope and orientation
- Designing curricular processes to support teachers in the early stages of their teaching careers
- Comprehending assessment periods and paradigms
- Analisying the main assessment modes
- Comprehending the referenciation methodology of the assessment process
- Design specification tables for assessment processes, with special emphasis on testing
1.1 Concepts of formal education and school curriculum
- Historical, philosophical, epistemological, ethical, social, political, ideological, psychological, and pedagogical foundations of the curriculum
- Contemporary theories, and curricular orientations and guidelines
1.2 Understanding the meaning and field of curriculum development
- Defining and planning curricular development: pre-active, interactive and post-active phases of teaching
- Documents that support and guide curricular processes: components, characteristics and forms
- Analysis of curricular documents and situations: criteria, tools and procedures
- Structuring functional micro-curricular processes: principles, specificities and uses
2.1 Assessment: periods and paradigms
2.2 Modes of assessing learning processes
2.3 Developing a referenciation methodology
2.4 Test typologies and specification tables
2.5 Designing assessment processes?????
No prerequisites
Generic skills to reach
. Competence in analysis and synthesis;
. Competence in oral and written communication;
. Competence in interpersonal relations;
. Ethical commitment;
. Competence in applying theoretical knowledge in practice;
. Competence to solve problems;
. Competence in working in interdisciplinary teams;
. Valuing diversity and multiculturalism;
. Adaptability to new situations;
. Self-criticism and self-evaluation;
(by decreasing order of importance)
Teaching hours per semester
total of teaching hours30

Synthesis work thesis250 %
Exam150 %
assessment implementation in 20182019
Assessment Synthesis work: 10.0%
Other: 10.0%
Report of a seminar or field trip: 15.0%
Laboratory work or Field work: 15.0%
Frequency: 50.0%

Bibliography of reference
- Anderson, L. & Krathwohl (Eds.) (2001). A taxonomy for learning, teaching and assessing. New York: Longman.
- Damião, M. H. (1996). Pré, inter e pós-acção. Coimbra: Minerva.
- Kelley (2009). The currriculum: Theory and practice. London. Sage Publications.
- Mayer, R. & Alexander, P. (Eds.). (2011). Handbook of research on learning and instruction. New York: Routledge.
- Smith, L. & Ragan, T. (1999). Instructional design. Danvers: Wiley & Sons.
- Tanner, D. & Tanner, L. (2007). Curriculum development. Theory into practice. New Jersey: Pearson Education.
- Barreira, C. & Boavida, J. (Orgs.) (2006). Avaliação educacional. Novas formas de ensinar e aprender. Numero temático da Revista Portuguesa de Pedagogia, 40, 3.
- Casanova, M. A. (2007). Manual de evaluación educativa. Madrid: Editorial La Muralla.
- Pinto, J. & Santos, L. (2006). Modelos de avaliação das aprendizagens. Lisboa: Universidade Aberta.
Teaching method
Theory and practice
- Lectures and in-depth analysis of documents;
- Presentations of techniques and tools; demonstration of procedures;
- Individual and/or group work.
Students? independent work (to consolidate knowledge)
- Preparation and/or continuation of work carried out in face-to-face sessions
Tutorial orientation (to support learning)
- Support to students? individual study, task/project preparation and development
Resources used

Será condição preferencial a existência de protocolos com escolas, permitindo o contacto dos estudantes com algumas das suas estruturas e a observar algumas actividades.