Universitat Internacional de Catalunya
Educational Assessment
Other languages of instruction: Catalan, English
Teaching staff
Attention to students is done by email or after classes.
Introduction
Optional subject of 6 credits in which the aim is to train in assessment techniques to detect alterations and / or disorders that affect the learning process of students. The purpose is to be able to carry out evaluation and diagnostic processes based on methods and procedures for collecting data that are consistent, accurate and appropriate to each situation, in order to find solutions to the difficulties we observe.
Know how to convey to families, without alarm, our suspicions and / or diagnosis and the importance of networking with the professionals involved.
It will involve the development of theoretical and practical sessions aimed at students acquiring the essential knowledge of the subject and at the same time, once passed, be able to develop psycho-pedagogical assessment processes and generate the relevant reports, incorporating elements of quality, rigor and updating.
Pre-course requirements
It is advisable to have the knowledge related to evolutionary psychology and to know the different learning disorders, as well as the different behavioral disorders that may appear in the school stage.
Objectives
1. Know the possibilities, techniques, questionnaires, test and tests of existing school evaluation and know how to apply them.
2. Know the techniques and ways of transmitting diagnostic suspicions to families and know how to communicate the importance of their confirmation.
3. To know the possibilities of referring cases to external professionals, from the private and public spheres, and the necessary steps to be able to do so.
4. Know and understand the importance of carrying out networking with the professionals involved in the case.
5. Know and respect the importance of student data protection and the need to preserve their privacy.
Competences/Learning outcomes of the degree programme
- CB02 - Students must know how to apply their knowledge to their work or vocation in a professional manner and have competences that are usually demonstrated through the creation and defence of arguments and the solving of problems within their field of study.
- CB03 - Students must have the ability to bring together and interpret relevant data (normally within their area of study) in order to issue judgements that include a reflection on relevant issues of a social, scientific and ethical nature.
- CB04 - Students must be able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
- CG02 - The ability to make critical and well-founded judgements and assessments as part of the decision-making process.
- CG04 - The ability to respect and enforce the code of ethics and act ethically in all activities related to the practice of the profession.
- CG06 - Flexibility, respect and discretion in the use of data corresponding to people, groups and organisations.
- CG08 - The capacity to interpret the content and scope of the information received or requested, orally or in writing, and process it appropriately according to the nature of the matter at hand.
- CG12 - The ability to create the conditions necessary for effective communication and a good relationship of help and support.
- CT03 - The capacity for analysis and synthesis.
- CT06 - The ability to develop interpersonal skills
- CT08 - The ability to put theoretical knowledge into practice
- CT09 - The ability to communicate adequately, both orally and in writing
Learning outcomes of the subject
• Know the different assessment techniques in the educational field.
• Know how to draw up a school history.
• Know how to use and apply different tests, questionnaires and tests used in the psychoeducational field.
• Know how to approach an interview with families, teachers and / or students.
• Know how to make the appropriate school decisions when a diagnosis arrives.
• Know the importance of data protection and student privacy.
• Understand the relevance of networking with the professionals involved in the case.
Syllabus
• Assessment techniques in the educational field: Observation techniques. Interview techniques with students, teachers and the family. Develop a school history.
• Questionnaires and screening tests used in the school environment.
• Test and diagnostic tests that can be used in the school environment.
• Pedagogical and level tests.
• Referral to professionals. Personal responsibility in referral. Reports and referral letters.
• Interview with families to convey the difficulties observed and the results of a diagnostic evaluation.
• Networking with the professionals involved.
• The protection of student data and the importance of preserving their privacy.
• School decision-making, after the arrival of the diagnosis.
Teaching and learning activities
In person
Different types of methodology will be included, in order to facilitate reflective learning, both autonomous and group, so they will be combined throughout the course:
- Theoretical-expository classes, in large group
Description: Presentation in the classroom of the fundamental concepts and development of the proposed contents. Explanation of the thematic content to the large group by the teacher or guest specialists.
- Individual, pair or group practices
Description: Activities aimed at promoting the application of the knowledge acquired to the intervention and improvement of the educational reality. These activities may include: Case studies, problem solving, application of psychodiagnostic techniques, preparation of psychopedagogical evaluation reports, etc.
Evaluation systems and criteria
In person
Instruments:
- Written tests of different types (essay, short answer, objectives, cases or assumptions, problem solving, etc.)
- Written works individually or in groups.
- Oral presentations and presentations.
- Self-assessment and co-assessment may also be carried out.
- The assessment will always respect the general regulations established in the degree, spelling and writing mistakes will be discounted.
- Written test with a value of 70% (this test must be passed with a minimum grade of 5 to be able to average with the other grades).
- Comments and / or individual or group work with a value of 30%.
- The exam for the second call must be passed with a grade of 5 or higher in order to be able to weigh the weighted average with the practical realities. In case the half is failed, the student will have to repeat the subject the following year.
Bibliography and resources
- Aiken, L. R. (1996). Tests psicológicos y evaluación (8ª ed.) (Trad. de la obra en inglés Psychological testing and assessment). Madrid: Pearson-Prentice Hall.
- Alfaro I. (2001). El Tratamiento de los Errores en el Diagnóstico en Educación. Revista de Investigación Educativa, 19 (2), 453-458.
- Anaya Nieto, D. (2003). Diagnóstico en Educación. Madrid: Sanz y Torres.
- Anguera, M. T. (1978). Metodología de la observación en las ciencias humanas. Madrid: Cátedra.
- Anguera, M. T. (1989). La observación (I): Problemas metodológicos. En R. Fernández Ballesteros y J. Carrobles (Eds.), Evaluación conductual (pp. 278-319). Madrid: Pirámide.
- Anguera, M. T. (1991). Metodología observacional en la investigación psicológica. Barcelona: PPU.
- Bassedas, E. et al. (1991). Intervención educativa y diagnóstico psicopedagógico. Barcelona: Paidós.
- Brueckner, L. J. y Bond, G. L. (1981). Diagnóstico y tratamiento de las dificultades de aprendizaje. Madrid: Rialp.
- Buisán, C. y Marín, M. Á. (1987). Cómo realizar un diagnóstico pedagógico. Barcelona:Oikos-Tau.
- Del Campo, M. E., Palomares, L. y Arias, T. (1997). Casos prácticos de dificultades de aprendizaje y necesidades educativas especiales. Diagnóstico e intervención psicoeducativa (pp. 325-330). Madrid: Centro de Estudios Ramón Areces.
- Dueñas, M. L. (2002). Diagnóstico pedagógico. Madrid: UNED.
- Fernández Ballesteros, R. (1983). Psicodiagnóstico I. Madrid: UNED.
- Fernández Ballesteros, R. (1987). Psicodiagnóstico. Concepto y metodología. Madrid: Cincel-Kapelusz.
- Fernández Ballesteros, R. (1992). Introducción a la evaluación psicológica. Madrid: Pirámide.
- Fernández Ballesteros, R. y Calero, M. D. (1992). Técnicas objetivas: instrumentación y aparatos. En R. Fernández Ballesteros, Introducción a la evaluación psicológica ( pp. 183-217). Madrid: Pirámide.
- Fernández Torres, P. (1991). La función tutorial. Madrid: Castalia.
- Fuchs, D., Fernstrom, P., Scott, S., Fuchs, L. Y Vandermeer, L. (1994). Clasroom ecology inventory. Teaching Exceptional Children, 45 (2), 14-15.
- García Nieto, N. (1990). El diagnóstico pedagógico y la orientación educativa unidos en un mismo proceso. Bordón, 42(1), 73-78.
- Granados, P. (1993). Diagnóstico pedagógico. Addenda. Madrid: UNED.
- Harvey, V. (1991). Characteristics of children referred to school psychologists: A discriminant analysis. Psychology in the Schools, 28, 209-218.
- Kamphaus, R. W., Reynolds, C. R. y Imperato-McCammon, C. (1999). Roles of diagnosis and classification in school psychology. En C. R. Reynolds y T. B. Gutkin (Eds.), The handbook of school psychology (pp. 292-306). Nueva York: John Wiley & Sons.
- Kirchner, T., Torres, M. y Hornos, M. (1998). Evaluación psicológica: modelos y técnicas. Barcelona: Paidós.
- Marí, R. (2001). Diagnóstico pedagógico. Un modelo para la intervención psicopedagógica. Barcelona: Ariel.
- Sobrado Fernández, L. M. (2002). Diagnóstico en Educación: Teoría, modelos y procesos. Madrid: Biblioteca Nueva.
- Solé, I. (2001). El asesoramiento psicopedagógico. Madrid. Alianza.
Evaluation period
- E1 11/01/2023 A10 10:00h
- E2 22/06/2023 A06 12:00h