Curriculum Development and Evaluation

Recommended Prerequisites

No prerequisites.

Teaching Methods

Theory and practice
- Lectures and in-depth analysis of documents;
- Presentations of techniques and tools; demonstration of procedures;
- Individual and/or group work.
Students’ independent work (to consolidate knowledge)
- Preparation and/or continuation of work carried out in face-to-face sessions
Tutorial orientation (to support learning)
- Support to students’ individual study, task/project preparation and development.

Learning Outcomes

- Knowing about and comprehending the concepts and fundamentals of curriculum development
- Knowing about and comprehending theories, orientations and guidelines in the Portuguese education system
- Recognizing teachers' decisions and responsibilities in curricular processes
- Understanding the meaning and field of curriculum development
- Outlining the curricular process and adapt/design methods and procedures of curricular work
- Analyising curricular documents and situations characterised by differences in scope and orientation
- Designing curricular processes to support teachers in the early stages of their teaching careers
- Comprehending assessment periods and paradigms
- Analisying the main assessment modes
- Comprehending the referenciation methodology of the assessment process
- Design specification tables for assessment processes, with special emphasis on testing.

Work Placement(s)

No

Syllabus

1. CURRICULUM DEVELOPMENT
1.1 Concepts of formal education and school curriculum
- Historical, philosophical, epistemological, ethical, social, political, ideological, psychological, and pedagogical
foundations of the curriculum
- Contemporary theories, and curricular orientations and guidelines
1.2 Understanding the meaning and field of curriculum development
- Defining and planning curricular development: pre-active, interactive and post-active phases of teaching
- Documents that support and guide curricular processes: components, characteristics and forms
- Analysis of curricular documents and situations: criteria, tools and procedures
- Structuring functional micro-curricular processes: principles, specificities and uses
2. ASSESSMENT
2.1 Assessment: periods and paradigms
2.2 Modes of assessing learning processes
2.3 Developing a referenciation methodology
2.4 Test typologies and specification tables
2.5 Designing assessment processes.

Head Lecturer(s)

Maria Helena Lopes Damião Silva

Assessment Methods

Assessment
Synthesis work: 50.0%
Exam: 50.0%

Bibliography

Anderson, L. & Krathwohl (Eds.) (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.
Barreira, C. (2018). Aprender e ensinar: Dos modos de fazer aos modos de avaliar. In J. Machado & J.M. Alves (Orgs.), Ebook
Conhecimento e Ação: Transformar contextos e processos educativos (pp.38-51). Porto: Universidade Católica.
Damião, M. H. (1996). Pré, inter e pós-acção. Coimbra: Minerva.
Pacheco, J. A. (2005). Estudos curriculares. Porto: Porto Editora.
Ramalho Ortigão, M., Fernandes, D., Vidal Pereira, T. & Santos, L. (Orgs.) (2019). Avaliar para aprender no Brasil e em
Portugal: Perspectivas teóricas, práticas e de desenvolvimento (Temas em Currículo, Docência e Avaliação. Curitiba).
Syomwene, A. (2020). Curriculum theory. Characteristics and funcions. European Journal of Education Studies 7(1), 326-
337.
Tanner. D. & Tanner, L. (2007). Curriculum development: Theory into practice. New Jersey: Pearson Education.