Planning and Evaluation of Educational Projects

Year
2
Academic year
2019-2020
Code
01009759
Subject Area
Education Sciences
Language of Instruction
Portuguese
Mode of Delivery
Face-to-face
Duration
SEMESTRIAL
ECTS Credits
4.0
Type
Compulsory
Level
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)

No

Syllabus

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.