 | Study programme 2019-2020 | Français | |
 | Educational Assessment | ||
Programme component of Certificate of Teaching for Higher Education (Science) For Students who do not hold another teaching certificate à la Faculty of Science |
| Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what assessment methods are planned for the end of Q3 |
|---|
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| US-C1-CAPNPO-008-M | Optional UE | DEMEUSE Marc | P316 - Méthodologie et formation |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 30 | 0 | 0 | 0 | 0 | 0 | 1st term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SMSL-225 | Theoretical Basis of Assessment in Education | 15 | 0 | 0 | 0 | 0 | Q1 | 50.00% |
| P-SEMF-071 | Assessment of School Learning | 15 | 0 | 0 | 0 | 0 | Q1 | 50.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Deal with the duties and ethical dilemmas of the profession
- Plan courses and design appropriate educational devices for adults
- Acquire and use learning evaluation tools for education delivered and be able to answer for their choices
- Master the disciplinary and interdisciplinary knowledge and be involved in their construction.
- Maintain a critical and autonomous relationship with the knowledge related to their discipline and research in education
- Have a reflexive and interdisciplinary view of scientific knowledge and its teaching
- Update knowledge and practices
- Join in the quality of education management policy
- Deal with the duties and ethical dilemmas of the profession
- Plan courses and design appropriate educational devices for adults
- Acquire and use learning evaluation tools for education delivered and be able to answer for their choices
- Have a reflexive and interdisciplinary view of scientific knowledge and its teaching
- Update knowledge and practices
- Join in the quality of education management policy
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.
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SMSL-225 |
|
| P-SEMF-071 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SMSL-225 |
|
| P-SEMF-071 |
|
Required Reading
| AA | |
|---|---|
| P-SMSL-225 | |
| P-SEMF-071 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SMSL-225 | Slides copies |
| P-SEMF-071 | Scallon, G. (2007). L'évaluation des apprentissages dans une approche par compétences. Bruxelles : De Boeck Université, coll. " Pédagogies en développement ". |
Recommended Reading
| AA | |
|---|---|
| P-SMSL-225 | |
| P-SEMF-071 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SMSL-225 | Not applicable |
| P-SEMF-071 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SMSL-225 | Not applicable |
| P-SEMF-071 | Bonniol, J.J., Vial, M. (1997). Les modèles de l'évaluation. Bruxelles : De Boeck Université. Bressoux, P., & Pansu, P. (2003). Quand les enseignants jugent leurs élèves. Paris : Presses universitaires de France. Dubus, A. (2006). La notation des élèves. Comment utiliser la docimologie pour une évaluation raisonnée. Paris: Armand Collin. Cardinet, J. (1994, 2e édition). Evaluation scolaire et mesure. Bruxelles : De Boeck Université, coll. Pédagogies en développement. De Landsheere, G. (1992, 6e édition). Evaluation continue et examens. Précis de docimologie. Bruxelles : Editions Labor, coll. " Education 2000 ". Demeuse, M. (2004). Introduction aux théories et aux méthodes de la mesure en sciences psychologiques et en sciences de l'éducation. Liège : Les Editions de l'Université de Liège. Merle, P. (1996). L'évaluation des élèves : enquête sur le jugement professoral. Paris : Presses universitaires de France. Merle, P. (1998). Sociologie de l'évaluation scolaire. Paris : Presses universitaires de France, Coll. " Que sais-je ? ". Merle, P. (2007). Les notes. Secrets de fabrication. Paris: Presses universitaires de France, coll. "Education et Société". Morissette, D. (2001, 3e édition). Les examens de rendement scolaire. Sainte-Foy (Québec): Les Presses de l'Université Laval. Tardif, J. (2006). L'évaluation des compétences. Documenter le parcours de développement. Montréal: Chenelière Education.Not applicable |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SMSL-225 | Authorized |
| P-SEMF-071 | Authorized |