fisica.uc.pt • Departamento de Física • Universidade de Coimbra
DEPT. DE FÍSICA
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Curriculum Development and Assessment
EFQ 2016 . 2017 - 2º semestre
Specification sheet Specific details
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 Syllabus
1. CURRICULUM DEVELOPMENT
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. ASSESSMENT 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????? Prerequisites
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
Assessment
assessment implementation in 20162017
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. |
