Performance and Institutional Assessment

The course is organised in such a way that its objectives correspond to the diversified methodologies inherent in the training and assessment activities that the trainee must carry out, which are identified and organised in face-to-face and distance synchronous and asynchronous modalities, allowing the trainee to build knowledge and develop integrated skills.

Tutoring sessions will be held and virtual forums will be made available in order to offer permanent technical and social support to all students:

MODALITIES

Face-to-face – 6 contact hours

Practical work (group or individual) 50%

Oral presentation of final work 20%

Note that the summative assessment takes place in the last session of the face-to-face modality.

Synchronous distance – 6 hours of contact time

Involvement/Participation 20%

Asynchronous distance – 8 contact hours

Involvement/Participation 10%

– learn about and analyse evaluation policies and models for schools and other educational organisations

identify, discuss and integrate evaluation tools and processes in the context of learning and organisational development

– know and relate the production of scientific knowledge in education and policies to promote school evaluation (institutional and performance)

– know the applications of functional descriptions and profiles of requirements and competences in different organisational contexts

– master knowledge of normative instruments and technical assessment tools associated with the exercise of management functions in educational organisations

– critically assess the level of implementation of performance management systems in an organisation

1.  Institutional and performance evaluation: concepts and paradigms

1.1. concepts of evaluation, measurement and classification

1.2. evaluation assumptions

1.3. the scope, nature, functions and consequences of evaluation

2.  Areas of institutional and performance evaluation

2.1. institutional evaluation (schools)

A) theories and models of educational evaluation

B) educational organisations, learning and organisational development

C) legal framework, evaluation and education policy

D) internal evaluation and external evaluation

E) effectiveness and improvement of educational organisations

2.2 Performance evaluation (professional development)

A) analysing work or functions. Profiles of requirements, attributes and competences. Competence directories

B) assumptions and dimensions of teaching and non-teaching performance evaluation

C) tools for evaluating teaching and non-teaching performance

D) the potential and challenges of performance evaluation processes

• - Involvement/participation - Asynchronous distance - 20.0%
• - Individual and/or Group Work - 50.0%
• - Oral Apresentation o final work - 20.0%
• - Involvement/participation - synchronous distance - 10.0%

NAO

Afonso, A. J. (2012). Para uma concetualização alternativa de accountability em educação. Educação & Sociedade, 33 (119): 471-484.

Coelho, A., Cohen, A. & L. Oliveira (2010a). Novo Guia de Avaliação de Desempenho Docente. Lisboa: Texto Editora

Costa, E., & Almeida, M. (2020) (coord.). Autonomia e autoavaliação da escola: análise de processos de regulação. Lisboa: IE-ULisboa (E-Book)

Dierkes, M. et al. (2001). Handbook of Organizational Learning and Knowledge. Oxford: Oxford U.P. Ehren, MCM, Gustafsson, V, Altrichter, H., Skedsmo, G., & Kemethofer, D. (2015). Comparing effects and side effects of different school inspection systems across Europe. Comparative education 51 (3), 375-400

Lima, L. (2015). A avaliação institucional como instrumento de racionalização e o retorno à escola como organização formal. Educação e Pesquisa, 1339-1352.