Recommended Prior Knowledge

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Objectives

By the end of this curricular unit, students will be able to:
• Discuss and critically appreciate the paradigms of pedagogical assessment.
• Understand the importance of building a pedagogical mindset that integrates teaching, learning, and assessment.
• Know and appropriately use the different functions of assessment of learning.
• Understand the meaning of assessment criteria and performance levels and apply them appropriately.
• Know pedagogical assessment tools and select them according to learning objectives and assessment types.
• Know and use pedagogical assessment tools that support and motivate learning.
• Discuss and critically appreciate the paradigms of pedagogical differentiation.
• Know and understand the relationship between pedagogical differentiation practices and the assessment of learning.
• Plan teaching and classroom management, aligning learning objectives with the assessment of the knowledge and needs of all students.

Teaching Methods

The specific methodologies of this course are aligned with the principles defined in the ESE/IPS_2023 Pedagogical Model, which includes the IPS Guidelines (LOEC), particularly with regard to the development of transferable skills. The work to be carried out within this course unit adopts an active learning approach, engaging students in situations aimed at developing and deepening knowledge related to the content outlined above.

In addition to interactive presentations and questioning, which aim to discuss key concepts associated with assessment and pedagogical differentiation, this course prioritizes collaborative learning, involving students in group work to develop assessment instruments and tools to be proposed in the internship context and in planning strategies for pedagogical differentiation. Collective discussions on the groups’ proposals and reflection on their practical implementation are also emphasized. In particular, reflection focuses on the relationship between the learning objectives of the tasks, the assessment of all students’ knowledge and needs, and the pedagogical strategies planned and/or implemented.

Tutorial support involves guiding students and organizing the work to be done, as well as answering questions related to the development of the assignments required for this course.

To introduce students to various tools that facilitate collaborative work and provide feedback on their progress, the Moodle platform and/or the Padlet tool are used throughout the course.

Internship(s)

Não

Syllabus

Pedagogical Assessment
• Learning and assessment
• Concepts and functions of assessment
• Types, tools, and instruments of assessment
• Role of the teacher and the student in the assessment process
• Strategies for constructive feedback and self-regulation of learning
• Ethical issues related to the assessment of children's performance
• Communication strategies with parents/guardians regarding the assessment of learning
Pedagogical Differentiation
• Principles of pedagogical differentiation
• Types of pedagogical differentiation: content, processes, and products
• Teaching-learning strategies that promote pedagogical differentiation

Content Explanation

This Curricular Unit (CU) aims to deepen knowledge and skills related to the different types of assessment and differentiation strategies.
Assessment is a central element in regulating the teaching-learning process, largely determining the competencies that students develop. It
is strongly interconnected with the pedagogical differentiation strategies that the teacher can and should use, aiming for the academic
success of all students. It is essential for prospective teachers to understand its importance and develop competencies that enable them to
assess their students, being aware of the appropriateness of the type of assessment to its purpose, the limitations of different assessment
methods, and how the results of assessment can guide teaching strategies in order to contribute to the development of all students'
learning.

Methodology Explanation

actively engage them in the teaching-learning process and, on the other hand, that the assessment process is essentially formative, relying
on constructive feedback. This unit is based on the creation and use of tools that facilitate and motivate learning, while simultaneously
enabling formative assessment based on feedback on learning (discussion forums on Moodle, creation and use of Padlet, creation and use
of e-portfolios).
Thus, a pedagogical isomorphism is anticipated between the teaching-learning process adopted in this unit on pedagogical assessment and
assessment practices, and what students will develop in their internship context and in future professional contexts. It is expected that this
approach will foster students' desire to continually improve practices and, in their future professional lives, be able to autonomously seek
(in)formation that helps them solve problems in pedagogical practice.
Therefore, this unit is organised around reflection on real-life situations, with the aim of enabling students to: (a) understand assessment as
part of the learning process, being able to align assessment with learning objectives, (b) value formative assessment based on a variety of
tools and instruments that motivate learning, (c) recognise the importance of constructive feedback in learning, and (d) be able to integrate
the results of assessment into the planning of pedagogical differentiation strategies. The goal is primarily to develop a vision of assessment
for learning and as learning.

Responsible Lecturer(s)

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Bibliography

Cosme, Ferreira, Sousa, A., Lima, & Barros (2020). Avaliação das Aprendizagens: Propostas e estratégias de Ação. Porto Editora.
Fernandes, (2019). Para uma fundamentação e melhoria das práticas de avaliação pedagógica. Projeto MAIA. Instituto de Educação da UL
e DGE.
Fialho, I. (2022). Avaliar para melhorar aprendizagens e resultados. Revista Diversidades, 59, 7-11.
OCDE (2022). Review of Inclusive Education in Portugal. OECD Publishing.
Recomendação n.º 4/2023, CNE, Referencial de Inovação de Pedagógica nas Escolas, Diário da República n.º 237/2023, Série II de 2023-
12-11.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.
Topping, K. (2017). Peer assessment: Learning by judging and discussing the work of other learners. Interdisciplinary Education and
Psychology, 1(1), 1-17.
UNESCO. (2019). Manual para garantir inclusão e equidade na educação.