Teaching plan for the course unit (Short version)
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General information

 

Course unit name: Learning, Evaluation and Quality in Education

Course unit code: 569248

Academic year: 2023-2024

Coordinator: Maria Jose Rochera Villach

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 an overview of the main theoretical and methodological approaches underpinning research on the evaluation of school learning. Explore the relationships between the nature and functions of the evaluation of school learning, within the framework of constructivist approaches to teaching and learning. Explore the relationships between evaluation, innovation and curricular reform and the improvement of educational quality. Understand the methods required to analyse evaluation practices from a socio-constructivist, situated perspective. Be familiar with studies in psychology and education analysing evaluation practices in different scenarios and for different purposes. Design criteria of educational quality based on analyses of educational projects and research that can inform psychopedagogical interventions and curricular assessment. Value the importance of developing a well-founded theoretical, methodological and epistemological approach to decision making related to the evaluation of learning and educational quality. Optimise the strategies and attitudes that characterise collaborative work. 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. Modelling of evaluation practices, interactivity and educational quality. Sociocultrural approaches to teaching–learning processes. Levels of configuration of educational practice

*  The relationship between learning, evaluation and quality at different levels of educational practice. Modelling educational practices from a sociocultural perspective. Quality criteria based on the purposes of education and their role in evaluating learning.

2. Evaluation practices in the classroom and educational quality. Evaluation as support for learning

*  The analysis of evaluation practices from a socio-constructivist, situated perspective: processes and products. The practice of evaluation as a means to support learning and improve learning processes. A model for analysing evaluation practices. The relationship between between accreditation and regulatory (formative) evaluation. Feedback practices. The relationship between learning, evaluation and quality of education in the classroom.

3. Evaluation and processes for reforming, innovating and improving education

*  Basic learning processes, competencies and evaluation standards. Decision-making in relation to evaluation standards form the education system to schools. The relationship between learning, evaluation and quality in the education system and in schools.

Seminar 1. Design and analysis of evaluation practices and intervention and improvement decisions

Seminar 2. Analysis of processes of reform, innovation and improvement of education based on evaluation

 

 

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).   Prerequisite Student attendance and active participation in the course is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment.   Group work A PowerPoint presentation on one of the course’s core themes. Assessment criteria: Degree to which concepts and ideas are elaborated, articulated and interrelated. Clarity of the oral presentation. Quality of answers to questions. The presentation is given at some point during the course. Students must attend a tutorial to receive feedback on their presentation prior to delivering it. Weighting: 25% of the overall grade. Presentation of guidelines for the analysis of learning evaluation situations (Seminar 1) and guidelines for the analysis of other materials from educational portals (Seminar 2). Assessment criteria: Degree of applicability of guideline content to data. Degree to which intervention criteria are elaborated. Both tasks are presented at some point during the course. Students receive tutorial feedback and support. Weighting: 25% of the overall grade (15% for Seminar 1; 10% for Seminar 2). Individual assignment An individual written synthesis/summary of the course contents covering the concepts and ideas discussed on the course and reflections on seminar debates. Assessment criteria: Number and relevance of concepts included and the relationships established between them in responding to the following question: What is the relationship between learning, evaluation and quality of education?; expository clarity of the text and formal aspects of academic writing. The assignment has to be submitted at the end of the course; students may also submit a draft for feedback halfway through the course. Weighting: 50% of the overall grade. Repeat assessment Students that fail the continuous 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. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Examination-based assessment Requisites   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 within the deadline established by the Faculty of Psychology.   Repeat assessment Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Reading and study resources

Check availability in Cercabib

Chapter

Coll, C., y Solé, I. (2001). Enseñar y aprender en el contexto del aula. En C. Coll, J. Palacios y A. Marchesi (Coords.), Desarrollo Psicológico y Educación. 2. Psicología de la Educación Escolar (pp. 357-386). Ed. Alianza.

Coll, C., i Manzano (2021). Les necessitats d’aprenentatge en el segle XXI o què cal ensenyar i aprendre a les escoles i els instituts. En C. Coll i B. Albaigés (directors). L’estat de l’educació a Catalunya. Balanç i propostes per impulsar les oportunitats educatives. Anuari 2020 (pp 443-483). Fundació Bofill

Mauri, T., y Rochera, M.J. (2010). La evaluación de los aprendizajes en la Educación Secundaria. En C. Coll, (Coord.), Desarrollo, aprendizaje y enseñanza en la Educación Secundaria (pp. 155-167). Ed. Graó.

Henderson, M., Molloy, E., Ajjawi, R., & Boud, D. (2019). Designing feedback for impact. In M. Henderson, R. Ajjawi, D. Boud, & E. Molloy, E. (Eds.), The Impact of Feedback in Higher Education (pp. 267-285). Palgrave Macmillan,https://link.springer.com/chapter/10.1007/978-3-030-25112-3_15

Article

Coll, C., Mauri, T., y Rochera, M. J. (2012). La práctica de evaluación como contexto para aprender a ser un aprendiz competente. Revista de curriculum y formación del profesorado, 16(1), 49-59.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712. DOI: 10.1080/02602938.2012.691462

Carless, D. (2019). Feedback loops and the longer-term: towards feedback espirals. Assessment and Evaluation in Higher Education, 44(5), 705-714. DOI:10.1080/02602938.2018.1531108

Coll, C., y Martin, E. (2006). Vigencia del debate curricular. Aprendizajes básicos, competencias y estándares. Prelac, 3, 6- 73.

Electronic text

Instituto Nacional de Evaluación Educativa (INEE). Informes PISA http://www.educacionyfp.gob.es/inee/evaluaciones-internacionales/pisa/pisa-2018.html