Planning and Evaluation of Educational Projects
2
2019-2020
01009759
Education Sciences
Portuguese
Face-to-face
SEMESTRIAL
4.0
Compulsory
1st Cycle Studies
Recommended Prerequisites
Educational assessment.
Teaching Methods
Expositive method and group work. Audiovisual and computer resources. Presentation and supervision of projects produced by the students.
Learning Outcomes
This curricular unit aims to provide a set of skills essential for the processes of planning and evaluation of educational projects. More specifically, it aims to promote the understanding and operationalization of the relationship between the various elements of planning and evaluation of educational/training activities.
At the end of this unit the student should be able to:
- Understand the relationship between the various elements of planning and evaluation in the development and implementation of sessions/projects /educational programs
- Prepare a plan for a program/project/educational activity according to the 12 steps of Caffarella's interactive model
- Implement an appropriate assessment strategy to various processes of education and training
- Be a facilitator of the evaluation process and responsible for its validation by the various actors
- Manage effectively and efficiently the process of planning and evaluation of educational activities in a project.
Work Placement(s)
NoSyllabus
I. Educational planning
- Planning paradigms of educational projects
II. Planning models of educational projects
- The Interactive Model of projects and educational programs planning, according to Caffarella
- Giacaglia's model: Theory and practice of events organization
III. Evaluation Models of Educational Projects
- Kirkpatrick’s model
- Stufflebeam’s Model
IV. Skills associated with the planning and evaluation of educational projects (personal, interpersonal, teamwork and communication)
- Whetten and Cameron’s Model.
Head Lecturer(s)
José Joaquim Marques Costa
Assessment Methods
Final evaluation
Exam: 100.0%
Continuous evaluation
Project: 50.0%
Frequency: 50.0%
Bibliography
Brull, C. (1994). La acción educativa. In J. Castillejo, G. Vázquez, A. Colom, & J. Sarramona, Teoria de la Educación (pp. 29-44). Madrid: Taurus Ediciones.
Barreira, C. (2009). Os contributos dos modelos de Donald Kirkpatrick e de Donald Stufflebeam para o desenvolvimento de uma estratégia avaliativa. Actas do X Congresso da SPCE (xx). Bragança: Instituto Politécnico.
Caffarella, R. (2002). Planning programs for adult learners: A comprehensive guide. San Francisco: Jossey-Bass.
Giacaglia, M. C. (2006). Organização de eventos: Teoria e prática. S. Paulo: Pioneira Thomson Learning.
Freitas, C. V. (1997). Gestão e avaliação de projectos nas escolas. Lisboa: IIE.
I.Q.F. (2006). Guia para a avaliação da formação. Lisboa: IQF.
Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler Publishers.
Whetten, D., & Cameron, K. (2005). Developing management skills. New Jersey: Pearson Prentice Hall.