Teaching plan for the course unit (Short version)
Català Castellano English Close

 

General information

 

Course unit name: Psychological Assessment and Intervention in Formal Education

Course unit code: 569241

Academic year: 2023-2024

Coordinator: Francisco Javier Onrubia Goñi

Department: Department of Cognition, Development and Educational Psychology

Credits: 6

Single program: S

Estimated learning time

Total number of hours 150

 

Face-to-face and/or online activities

60

-  Lecture with practical component

Face-to-face

60

Supervised project

40

Independent learning

50

Learning objectives

Referring to knowledge Acquire sufficient conceptual knowledge to understand the functions and tasks of psychoeducational assessment designed for teachers, students, families and educational institutions as a whole from the perspective afforded by a constructivist learning model. Understand the ambit of practice of psychoeducational assessment, taking into consideration the diversity of proposals linked to different social and geographical contexts, and their impact on assessment tasks. Be familiar with the instruments and strategies of psychoeducational assessment used to improve the quality of educational institutions and of teaching and learning processes. Perfect collaborative work strategies, as well as the attitudes of intellectual rigour, mutual respect, confidentiality and discretion required by psychoeducational assessment. Perfect strategies of research and of written and oral communication - both academic and professional - using different formats and supports. Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. Introduction to psychoeducational assessment

*  Constructivist model of educational interventions: conceptual referents, basic pillars, the collaborative relationship between assessor and teachers. An assessment strategy based on the constructivist educational model.

2. Psychoeducational intervention aimed at optimizing educational institutions.

*  The characteristics of effective, inclusive educational institutions. An institutional perspective of psychopedagogical intervention: institutional analysis and work in collaboration with the institution.

3. Psychoeducational interventions aimed at improving teaching and learning processes and attention to diversity in the classroom

*  The characteristics of inclusive classrooms. The process of changing and improving classroom practices.

4. Psychopedagogical evaluation and assessment in the development of inclusive curricula

*  Psychopedagogical assessment as a process for evaluating the design and development of the educational response to students who face barriers to their learning. The design of personalized plans in the context of authentic, multilevel instruction.

5. Psychoeducational interventions for the establishment of links between the school, family and community

*  Assessment in family-school collaborations. Assessment for building links between the school and community. Professional networking.

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award. Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio_2020.pdf). Requisites, activities and criteria Continuous assessment centres on two types of activity: Activities monitoring comprehension of course content. These are completed in class in small groups. To be able to submit them, students must attend the class session. Roughly, one activity is completed in relation to each topic. In these activities, the following characteristics are evaluated: the extent to which they comply with the instructions given; quality of discussion; the appropriate use of the content, and the organization of the set tasks. Each activity is assessed on a scale from 0 to 10. The scores for these activities represent 30% of the final grade. A synthesis of the constructivist educational model of assessment. This is completed individually. This is handed in sometime between the months of March and April. In this activity, the following characteristics are evaluated:the extent to which the final study complies with the instructions given; the organization and detail, presentation, and the correct and accurate, as well as exhaustive, use of the content related to the model as required. The activity is assessed on a scale from 0 to 10 and represents 40% of the final grade. Drawing up a real-world assessment plan. This is completed in small groups. This is handed in sometime in the month of June. In this activity, the following characteristics are evaluated: the extent to which the final study complies with the instructions given; conceptual understanding and relevance of the knowledge about the design of assessment processes; the quality of the plan designed; coherence and detail, and the effective use of the support provided by the teaching staff in completing the plan. The activity is assessed on a scale from 0 to 10 and represents 30% of the final grade. Students must submit the synthesis activity (2) to pass the course. Failure to submit a plan means students are recorded as a ’no show’ on the official records. Attendance at all on-campus classes is compulsory if students wish to opt for this mode of assessment. Students must attend at least 75% of the sessions in order to opt for continuous assessment. Likewise, failure to comply with course requisites (readings, task preparation, participation) means students cannot adhere to this mode of assessment.   Repeat assessment Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam only.   Examination-based assessment   Prerequisite In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course.   Activities and criteria Single assessment comprises a written exam in which students have to answer questions related to the theoretical and practical themes discussed on the course. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the single assessment is the grade obtained on this exam.   Repeat assessment Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee for the repeat assessment of the subject. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam only.

Reading and study resources

Check availability in Cercabib

Book

Badia, A., Mauri, T., & Monereo, C. (Coords.) (2004) La práctica psicopedagógica en educación formal. Editorial UOC.

Booth, T., &  Ainscow, M. (2002). Index for Inclusion. Developing learning and participation in schools. Manchester: CSIE. [Trad. cast.: Guía para la evaluación y mejora de la educación inclusiva]

Bonals, J., & Sánchez-Cano, M. (Coords.) (2007). Manual de asesoramiento psicopedagógico. Ed. Graó.

Erchul, W. P., & Sheridan, S. M. (Eds.) (2014) Handbook of research in school consultation. Ed. Routledge.

Giné, C. (Coord.), (2009) La educación inclusiva. De la exclusión a la plena participación de todo el alumnado. Ed. Horsori.

Huguet, T. (2006). Aprender juntos en el aula. Una propuesta inclusiva.  Ed. Graó.

Lago, J. R., & Onrubia, J. (2008). Assessorament psicopedagògic i millora de la pràctica educativa. Ed. Eumo. [Trad. cast.: Asesoramiento psicopedagógico y mejora de la práctica educativa. Ed. Horsori, 2011]

Martín, E., & Solé, I. (Coords) (2011). Orientación educativa: Modelos y estrategias de intervención. Ed. Graó

Martín, E. & Onrubia, J. (Coords) (2011). Orientación educativa y procesos de innovación y mejora de la enseñanza. Ed. Graó

Monereo, C., & Pozo, J. I. (Coords.) (2005). La práctica del asesoramiento educativo a examen. Ed. Graó.

Monereo, C., & Solé, I. (Coords) (1996) El asesoramiento psicopedagógico: una perspectiva profesional y constructivista. Ed. Alianza.

Sánchez-Cano, M., & Bonals, J. (Coords.) (2005). La evaluación psicopedagógica. Ed. Graó.

Solé, I. (1998). Orientación educativa e intervención psicopedagógica. Ed. Horsori.

Ubieto, J. R. (2009) El trabajo en red. Usos posibles en educación, salud mental y servicios sociales. Ed.  Gedisa.

Ubieto, J. R. (2012). La construcción del caso en el trabajo en red: Teoría y práctica. Editorial UOC.

Lago, J. R., & Onrubia, J. (2022). Innovación y mejora de la práctica educativa: una estrategia colaborativa. Octedro.

Huguet, T., Liesa, E., & Serra-Capallera, J. (Coords.) (2022). El asesoramiento psicopedagógico a debate. Graó