Objectives of Programme's Learning Outcomes

• Cognitive Skills - Possess a solid theoretical grounding in translation and/or interpretation and be able to apply it to the professional practice thereof and actively pursue further independent development of it.
• Familiarise themselves with transposition techniques based on theoretical findings, subsequently leading to some practical automatisms.
• Develop the necessary analytical and synthesis faculties to be able to understand and work on complex texts.
• Develop knowledge and skills autonomously, particularly in terms of researching new theoretical approaches and tools in the field, with the aim of improving professional skills.
• Cognitive Skills - Possess a solid theoretical grounding in translation and/or interpretation and be able to apply it to the professional practice thereof and actively pursue further independent development of it.
• Familiarise themselves with transposition techniques based on theoretical findings, subsequently leading to some practical automatisms.
• Develop the necessary analytical and synthesis faculties to be able to understand and work on complex texts.
• Develop knowledge and skills autonomously, particularly in terms of researching new theoretical approaches and tools in the field, with the aim of improving professional skills.
• Specific language proficiency in the foreign language - Using the foreign language in a classroom context
• Determine and master the role of the teacher within the framework of the educational and school systems.
• Use the communicational and relational competences required in the teaching profession.
• Set up and implement educational, learning, and assessment strategies within the framework of the reference programmes, and with the pupils in the classroom.
• Include the theoretical principles of pedagogy and didactics in their professional practices and to take a critical stance towards the latter.
• Adopt a strategy of lifelong learning in order to explore new pedagogical, field-related, and technological approaches and tools and to evolve within the educational and social environments.

Learning Outcomes of UE

At the end of this course, students will be able to:
- analyse current assessment procedures in an adequate epistemological framework
- distinguish the different forms of assessment referred by decrees relating to teacher education at university (CAPAES and aggregation of upper secondary education), namely the assessment of student learning, the evaluation of methods of teaching (particularly in relation to the quality management) and the (self-) evaluation of the teaching practice.
- to implement them with hindsight.

Content of UE

assessment, evaluation, benchmarks, competency-based approach, test, ethics, validity, reliability, exams

Prior Experience

Not applicable

Type of Assessment for UE in Q1

• Written examination

Q1 UE Assessment Comments

Mainly close ended questions. Each AA offers a 50% of the UE total score.

Type of Assessment for UE in Q3

• Written examination

Q3 UE Assessment Comments

Mainly close ended questions. Each AA offers a 50% of the UE total score.

Type of Resit Assessment for UE in Q1 (BAB1)

• N/A

Q1 UE Resit Assessment Comments (BAB1)

Not applicable.