| Center |
| Faculty of Philosophy and Educational Sciences |
| Departament |
| Research Methodology, Educational Diagnosis and Assessment |
| Lecturers in charge |
| Sin datos cargados |
| Met. Docent |
| Theory classes, practical sessions in laboratory and self-study processes.. |
| Met. Avaluació |
| Final examination and project work |
| Bibliografia |
| ALFARO, I. (1994). Diagnóstico y Evaluación. Revista Investigación Educativa, 23 (1), pp. 577-593 ALFARO, I. (1986). Dificultades en el aprendizaje. Una revisión desde la práctica educativa. Valencia: Promolibro. ALFARO, I. y MARI, R. (1992). Dificultades en el aprendizaje: Fundamentos teóricos. Valencia. 2ª Edición ampliada y corregida. Editorial Cristóbal Serrano ALFARO, I. (1998). Tendencias en la evaluación psicopedagógica: Un acercamiento a través del ámbito de las dificultades de aprendizaje. Revista Investigación Educativa, 16 (2), pp. 125-154 ALFARO,I. (2001). El tratamiento de los errores en el diagnóstico en Educación. Revista de Investigación Educativa, 20 (1), pp. 433-452 |
| Continguts |
| The module presents studies carried out on the nature and concept of Diagnosis in Education. Educational diagnosis principles and variables, and main analysis nucleus are discussed. An important section is related to the most relevant techniques and resources of diagnosis associated with the main theoretical focuses, with emphasis on the pedagogical model. Content of theoretical classes is structured around in depth analysis of ten aspects that aim to guide students in educational intervention and treatment. 1. Diagnosis in Education Principles (DE). Concepts, functions and scientific literature analysis. 2. Diagnosis in Education Variables. Concept of DE. Analysis of Errors. Abilities and transitions. 3. Preparation and the specialist's role in Diagnosis in Education. Lists. 4. Habitual client of Diagnosis in Education. 5. Operational aspects of the diagnosis process. 6. Intervention strategies based on psychological focuses. 7. Intervention strategies based on behavior analysis. 8. Intervention strategies based on pedagogic aspects. 9. Alternative and emergent focuses of diagnosis. 10. Techniques, resources, methods and scientific investigation strategies. |