The assessment of this course will take place throughout the academic year through the assigned activities (the syllabus provided at the beginning of the course will specify the activities and deadlines for submission).

Attendance
Attendance in the in-person classes for this course is mandatory at 80% in order to qualify for continuous assessment. Absence notes or justification documents only explain the absence; they do not exempt students from attending. If a student cannot meet the attendance requirement, they may not opt for continuous assessment and must take the make-up assessment instead.

Continuous Assessment
This course includes three assessment activities. These will be explained and justified on the first day of class. The activity that can be resubmitted is the “Design of a Field Trip.” The maximum grade that can be earned for that resubmission is 5 out of 10.

Instructor deadlines for grading and returning assignments will follow the university's official guidelines.

Assessment Activities: submission, type, percentage, and due dates

Completion of a skills-based written exam on one of the main course topics (individual), 40%, February 18

Oral defense and theoretical justification of the topic selected in the written exam (individual), 20%, April 29

Design of a field trip (group), 40%, May 6. Make-up/resubmission: May 20

Single Assessment
Single assessment must be requested within the deadlines and according to the procedures established by the School of Education (please check the school’s website).
The criteria for single assessment are the same as those for continuous assessment, but all activities must be completed or submitted on: May 20.

Make-Up/Resubmission
The resubmission/make-up date (for both continuous and single assessment) is: May 20.
To qualify for a make-up/resubmission, a minimumscore of 3.5 out of 10 must have been earned on the original activity.

This course does not include a "final synthesis exam." Students may choose between continuous or single assessment.

Gender Perspective
This course incorporates a gender perspective in its instruction. This involves reviewing male-centered biases in academic fields, questioning gender stereotypes, including knowledge produced by women and other marginalized groups, and using critical approaches that challenge male-dominated viewpoints. This perspective also examines the social and cultural causes and mechanisms that maintain gender inequalities. Additionally, it involves identifying teaching practices and educational setups that may reproduce inequality, and using gender-inclusive language.

Students will be expected to incorporate a gender perspective by reflecting critically (and self-critically) on their own subjectivity and how it affects their teaching.
(For more information, see: Agud Morell, Ingrid; Amat, Meritxell; Bertran, Marta; [et al.]. (2020). Gender Perspective in Education: A Conceptual Framework. Barcelona: UAB. https://ddd.uab.cat/record/226865)

Ethical Commitment and Attitude
To pass this course, students must demonstrate attitudes aligned with the teaching profession, such as active listening, respect, participation, collaboration, empathy, kindness, punctuality, non-judgmental thinking, critical reasoning, and responsible use of digital devices. In addition, students must demonstrate accountability, rigor in independent work, active classroom participation, critical thinking, and behaviors that contribute to a positive, inclusive, and democratic learning environment where diversity is respected.

An ethical commitment to the professional code of conduct is also required. Students should consult the following resources:

Federació de Moviments de Renovació Pedagògica de Catalunya (2011). Ethical Commitment of Teaching Staff. http://www.mrp.cat/inici/20/el-compromis-etic-del-professorat

Official College of Doctors and Graduates in Philosophy, Letters, and Science of Catalonia (2011). Code of Professional Ethics for Educators. https://www.cdl.cat/codi-deontologic-de-la-professio-docent

Communication Skills
To pass this course, students must demonstrate strong general communication skills—both written and oral—as well as proficiency in the course's instructional language(s) as specified in the course guide. All assignments (individual and group) will be assessed for grammatical accuracy, proper formatting, and overall clarity.

Students must be able to express themselves clearly and correctly and demonstrate advanced understanding of academic texts. If a submission does not meet these standards, it may be returned without a grade or marked as failing.

Since the medium of instruction for both the master's program and secondary education is Catalan, oral and written assignments related to this course must be completed in Catalan.

Plagiarism and Cheating
Plagiarism and cheating are forms of intellectual theft and are serious academic offenses. Any proven instance will result in a grade of zero. In cases of suspected copying between two students, and where the source of copying cannot be identified, both students will receive the same penalty. Fraudulent use of artificial intelligence (AI) tools will also result in a grade of 0 for the concerned assignment.

Use of Artificial Intelligence
This course permits the use of Artificial Intelligence (AI) tools as part of the learning and creation process, provided that the final product clearly reflects meaningful personal analysis and critical thinking contributed by the student. Students must clearly identify which parts were generated using AI, specify the tools used, and include a short critical reflection on how the technology influenced their process and final outcome. Lack of transparency about AI use will be treated as academic dishonesty and may lead to grade penalties or more serious disciplinary action in severe cases.

Any questions related to grading or assessment that are not covered above will follow the academic regulations of the School of Education and the broader policies of UAB.

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