In person

The evaluation of the subject will take into account progress throughout the academic period. The records that will enable this evaluation will be drawn from the various ongoing evaluation activities, which will be of a varied nature. Specifically, the subject will be assessed on the basis of systematic reflections on individual development and learning, competent participation in academic tutorials and the completion of individual assessment tests. Other situations from which data will be extracted are the observation and assessment of participation in the classroom and self-evaluation. Training activities must be distinguished from assessment activities.

To achieve as much objectivity as possible in the assessment, the student will be asked to maintain consistency between the individual assessment notes and the group assessment notes. If this consistency does not exist, the individual grade obtained in the classroom will always be prioritized as the final grade. This is because we think that the competence in group work is unique and that the rest of the competences that the student must achieve are individual.

On the other hand, when any of the skills required in this teaching guide is not demonstrated to have been achieved in the first call, it will have to be recovered in the second call. For this reason, a suspension will appear in the academic file in the first call. When this competence has been recovered, the final mark of the 2nd call will be recalculated, taking into account all the other marks achieved by the student in the continuous assessment.

 

In line with the social responsibility that comes with the function of teachers, it is necessary to specify two more conditions in the evaluation of this subject. First of all, mention that the attitudes that the teaching staff consider to be academic irresponsibility may lead to not achieving a pass in the subject, to enter into complete contradiction with the profile of the teacher, as indicated by the 5th general objective of the subject. Secondly, and in accordance with General Competence 2 on correctness in oral and written expression in the vehicular language, the current spelling criteria for deducting points in the evaluation tests are the following:

• • -0.1 handwritten assignments or exams, -0.3 computer-written assignments or exams. -2 point limit. (works with a maximum of 7 pages)
  • -0.1 handwritten assignments or exams, -0.1 computer-written assignments or exams. Limit -2 points. (works from 7 pages)
  • The discount limit is 2 points maximum.

If, from the beginning, an excess of spelling mistakes or improper writing is noticed during the revision of a work, the work will be returned for the student to correct and hand it in again after a week . In this case, you will receive a pass at most. We think that these considerations will be of great help to improve the quality of the future work as teachers and the current academic work.

It is also important to mention that this subject has two distinct parts. The Psychology of Learning part develops 7 credits and represents 80% of the final grade and the Social Psychology part represents 2 credits and the remaining 20%. Despite the fact that the general evaluation criteria are those contained in this teaching guide, each of the teachers of the two parts will specify those specific aspects that they consider appropriate for their part.

The following grid shows what learning outcomes are expected of the students and with which system they will be assessed. The qualification will be based on the common scale of the Faculty of Education.


Systematic reflections on individual development and learning: 15%
Continuous assessment tests (15%) and integrative test (30%): Total 45%. If the integrative test is suspended, it is necessary to go to the 2nd call.

Structured interview: 30%

Degree of participation, behavior in the classroom: 10%

To pass the subject you must complete all continuous assessment activities.

 

Learning outcomes	evaluation system
Identifies, analyzes and understands the processes of teaching and learning / alum of 0-6 years and knows how to relate them to the environment, raising awareness of its complexity (2)	- tests -Reflections -Structured interview - selfevaluation
Recognizes cognitive characteristics, psychomotor, social, communicative and affective own students from 0 to 6 years and knows its possible to identify deficit or sobredotació (4)	- tests -Reflections -Structured interview - selfevaluation
Designs teaching and learning activities and play, adapted to the needs of students that foster independent learning, integrating the use of information technology and communication (7)	-Reflections  -Registre Behaviors and observations
Assess the activities and their effectiveness and, if necessary, adapts the whole group or each student specifically to encourage attention to diversity (8)	-Reflections  -Registre Behaviors and observations
Manages the kindergarten classroom using different forms of organization, teaching aids and educational materials that support the goals related with  learning activities (9)	-Reflections -test
Knows, practiclly the systems for monitoring academic performance  of students with strategies to keeps track of your work as a lecturer, to be accessible (11)	-Registration of Behaviors and observations  -structured interiew
Offers to parents and to other stakeholders, information on students and uses the information that appropriately he obtains (12)	-structured interiew
Participates constructively in consultations with different types of people and institutions outside collaborating with other professionals (13)	-Degree of participation   -structured interiew

Learning Psychology (Carme Balaguer):

- Continuous assessment tests (15%) and integrative test (30%) : Total 45 %. If the test is aborted inclusive should go to 2nd call . Reflections : 15%  - Structured interview : 30 %  -Extent of participation , behavior in the classroom : 10%  To pass the course is necessary to carry out all activities of continuous assessment .