This chapter describes the implementation of peer and self assessment in
two first-year engineering courses at the University of Minho in the north
of Portugal. The results of a case study that was aimed at improving student
learning by changing the assessment of learning, aim to illustrate the use
of assessment as a powerful instrument to influence learning (...).
(...) As diretrizes educativas atuais apontam a meta a atingir mas não o percurso a seguir. Este cenário desencadeia a necessidade de avaliação sobre as melhores aproximações pedagógicas para obter uma exploração qualificada esta é a principal finalidade desta obra que é dirigida aos professores de todos os níveis de ensino, formadores, responsáveis de formação, consultores e-learning e todos os envolvidos nos processos de ensino-aprendizagem. (...)
Defining and Classifying Learning Outcomes: A Case Study
Bologne came to globalize education in higher education, creating a unified architecture that potentiates higher education and enhances the continued interconnection of the spaces of education
policy in higher education in the world, in particular in Europe. The aim of this work consists in
the presentation of an identification model and skills’ classification and learning outcomes, based
on the official documents of the course units (syllabus and assessment components) of a course of
Higher Education. We are aware that the adoption of this model by different institutions, will
contribute to interoperability learning outcomes, thus enhancing the mobility of teachers and students in the EHEA (European Higher Education Area) and third countries.
Keywords: Learning Outcomes, Interoperability,Bologne, Syllabus, Topics.
Texto integral em:
Monitoring students' workload: Context and platform setup The "Bologna model" calls for an European Credit Transfer and Accumulation System (ECTS), where the students' workload is a structural pillar of learning organization. The substantive importance of this framework has been materialized in Portugal through the Decreto Lei no 42/2005, de 22 de Fevereiro. This paper presents the context and a minimalist web platform was designed and prototyped in order to facilitate i) the recording and documentation of students' learning activities (including workload), ii) its monitoring (by teachers) and iii) sharing (among students). The prototype was used in the context of a standard (face-to-face) University Course, complementing normal classroom activities, and has proved to be an adequate facilitating tool for i) storing tangible evidences of the students' work, ii) documented and time-lined recording of students' workload, iii) scaffolding of metacognitive reflections and and iv) improved transparency (internal and external) of the teaching / learning process.
DOI Access (IEEE Xplore)
Escola Profissional do Infante - Avaliação do Projecto Educativo (2008)