Universitat Internacional de Catalunya - BarcelonaEducational Psychology Assessment and Curricular Diagnosis
Main language of instruction: Spanish
Other languages of instruction: Catalan, English
Head instructor
This subject provides students with the basic tools to identify and evaluate educational needs in order to issue an adequate psychopedagogical diagnosis that takes into account the progress of learning and the possibility of integrating into the educational practice other elements that favor inclusion. It also presents the basic axes of a flexible and modular competency curriculum.
Possess a university degree linked to the subject of the master.
The learning outcomes that will be required of the students will be linked to the selected competences in each
case. Among others, we highlight the following:
1.- Know and use detection protocols, instruments and techniques of psychopedagogical evaluation.
2.- Acquire strategies to identify and strengthen resources for attention to the diversity of students.
3.- Analyze the teaching-learning processes from the particularities of the students, the specific curricular contents and the proposals and methodological approaches.
4.- Integrate the information collected to prepare opinions and reports.
5.- Know strategies and modalities of teamwork to respond to the needs of the different members of the educational community.
BASIC AND GENERAL COMPETENCES
CB7 Know how to apply the knowledge acquired and know how to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.
CB8 Be able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
CB9 Know how to communicate conclusions, knowledge and reasons to specialized and non-specialized audiences in a clear and unambiguous way.
CB10 Possess the learning skills that allow to continue studying in a way, to a great extent, self-directed or autonomous.
CG2 Acquire skills of analysis and synthesis of information obtained in formal and non-formal educational environments in order to pose new questions to psychopedagogical practice.
CG4 Know how to apply the acquired knowledge and be able to solve problems in complex environments in which the educational psychologist acts.
CG5 Being able to communicate in a reasoned way the decision making in the psychopedagogical field.
TRANSVERSAL COMPETENCES
CT3 Critically analyze personal work and use the appropriate resources and strategies for professional improvement.
CT4 Being able to present the ideas elaborated orally and in writing, adapting to the style and models of the professional or research activity.
CT5 Work in teams and with teams (of the same scope or interdisciplinary) and develop attitudes of participation and collaboration as an active member of the community.
CT6 Behave with ethics and social responsibility as a citizen and as a professional.
SPECIFIC COMPETENCES
CE4 Determine the psychopedagogical needs of students, groups and organizations based on the application of different evaluation systems.
CE6 Analyze the data obtained in the psychopedagogical evaluation and prepare the pertinent reports.
CE13 Evaluate processes, programs, services and methodologies designed and / or developed by educational psychologists.
The learning outcomes that will be required of the students will be linked to the selected competences in each case. Among others, we highlight the following:
1.- Know and use detection protocols, instruments and techniques of psychopedagogical evaluation
2.- Acquire strategies to identify and strengthen resources for attention to the diversity of students.
3.- Analyze the teaching-learning processes from the particularities of the students, the specific curricular contents and the proposals and methodological approaches.
4.- Integrate the information collected to prepare opinions and reports.
5.- Know strategies and modalities of teamwork to respond to the needs of the different members of the educational community.
1.- Concepts and models of Psychopedagogical Evaluation: Psychometric, based on learning.
2.- The participants of the training as protagonists and agents of the process of Psychopedagogical Evaluation.
3.- Interviews with teachers, parents and students.
4.- Development of psychopedagogical diagnoses: structure and content.
5.- Report writing models and opinions.
6.- The curriculum based on competencies as an element for psychopedagogical evaluation and inclusion.
Teaching methodologies:
1 Study of theoretical modules.
2 Case method.
3 Resolution of exercises and problems.
4 Project-oriented learning.
Formation activities:
1. Virtual forums and debates.
2 Practical Seminars (Case Study).
3 On-line tutorials Hours.
4 Seminars Hours.
5 Study and individual work.
1 Objective Tests.
2 Written execution tests.
3 Presentation of works/projects.
4 Degree of participation in the forums.