The course is developed through an Inquiry-Based Learning methodology, a student-centred educational approach that promotes the development of critical, analytical and reflective skills through exploration, questioning and the progressive construction of knowledge.

Throughout the course, students will be required to carry out autonomous work, both individually and in teams, in order to prepare classroom activities, deepen their understanding of the course content and complete the planned learning evidence.

Regarding tutorials, each lecturer will inform students of the schedule and the procedure for booking a date and time. Tutorials may be individual or group-based. Students will also be informed if any of the tutorials are compulsory.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

To be eligible for continuous assessment, students must meet a minimum of 80% attendance and active participation. Frequent tardiness or early departure will be considered as non-compliance.

The assessment will be continuous, aligned with an active and experiential learning model. The final grade will be based on two types of activities:

Individual assessment — 70% of the final course grade

The individual assessment will consist of a written exam aimed at assessing students’ ability to apply the course contents in a reasoned, reflective and critical manner to the analysis of a practical case. In particular, the exam will assess students’ competencies in interpreting educational situations based on knowledge of children’s psychological development, and in grounding the design and implementation of educational actions adapted to their needs, characteristics and contexts, from the perspective of future teaching practice. This case may be presented in different formats, such as an educational situation described in writing, an audiovisual excerpt, a classroom vignette, an observation record or other materials that allow a specific educational issue to be contextualised.

The exam is not intended as a memoristic reproduction of the course contents, but rather as an activity involving grounded analysis and argumentation. Students will be expected to identify the relevant elements of the case, relate them to the concepts, models and theoretical perspectives addressed in the course, and construct a situated interpretation that takes into account the complexity of the context, the processes involved and the possible educational implications.

Particular value will be placed on the ability to articulate a coherent, scientifically grounded and critically developed response, as well as on the appropriate use of the specific vocabulary of the field of knowledge. The ability to justify claims, establish connections between theory and practice, recognise nuances and avoid simplistic or decontextualised explanations will also be taken into account.

The two partial exams are organised as follows:

1st Partial Exam — Thematic blocks 1, 2 and 3: 42% of the final course grade.

Date: 21/10/26 — group 21; 30/10/2026 —groups 31, 41 y 71.

2nd Partial Exam — Thematic block 4: 28% of the final course grade.

Date: 25/11/26— group 21; 27/11/26— groups 31, 41 y 71.

To pass the continuous assessment, both partial exams must be passed. If one of them is failed, it may be retaken.

If both partial exams are failed, the student must take a resit exam covering the entire course syllabus. This exam will take place on the following dates:

• 22/01/2027: groups 31, 41 and 71

• 27/01/2027: group 21

Group assessment: Applied micro-research project — 30% of the final course grade

This group activity is designed as an inquiry-based learning proposal aimed at fostering critical reflection, the application of knowledge and the development of basic research skills in real educational contexts.

The activity consists of carrying out an applied micro-research project, organised around a problem or inquiry question linked to the course contents. The process combines collaborative work, critical analysis of scientific literature, dialogue with professionals in the field of education and the development of a contextualised proposal based on the knowledge generated.

The micro-research project is structured into three successive phases:

(1) Critical analysis of a scientific article and formulation of inquiry questions

This phase involves selecting and critically reading a scientific article related to the course contents, as well as identifying relevant ideas, tensions, questions or educational implications that make it possible to formulate an original inquiry question.

(2) Dialogue with a professional and subsequent analysis

Based on the inquiry question formulated, the group must prepare and carry out a dialogue with a professional or expert in the field of education. The information obtained will then be analysed and related to the theoretical contents of the course and to the article studied.

(3) Development of an applied educational proposal

As a result of the inquiry process, the group will develop an application, guideline or situated educational proposal, grounded in the knowledge constructed throughout the activity and adapted to a specific educational context.

Each phase will require a specific learning evidence. The project will be developed mainly in class, although it will also require autonomous work by students. The activity will conclude with an oral presentation in Symposium format, in which the groups will share the process followed, the learning achieved and the proposal developed.

The assessment evidence and its weight in the final course grade are as follows:

• Logbook of the selection process, initial analysis and formulation of the inquiry question: 5%.

Submission date: Week 12 (groups 31, 41 and 71); Week 13 (group 21)

• Dialogue with an expert or professional and subsequent analysis: 7%.

Submission date: Week 13 (groups 31, 41 and 71); Week 14 (group 21)

• Application or educational proposal based on the knowledge generated: 12%.

Submission date: Week 14 (groups 31, 41 and 71); Week 15 (group 21)

• Oral presentation at the Symposium: 6%.

Date: Weeks 15 and 16 (groups 31, 41 and 71); Weeks 16 and 17 (group 21)

Students will be considered Not assessable if any of the assessment evidence has not been submitted.

This activity cannot be reassessed; therefore, it is essential to keep up with the work schedule and submit all evidence within the established deadlines.

Reassessment

Reassessment will consist of completing an activity linked to the failed assessment evidence or evidence. This activity will maintain the same assessment criteria and the same learning outcomes as the evidence being reassessed.

The group activity consisting of the applied micro-research project cannot be reassessed. If the student has not completed it, has not submitted the corresponding evidence or has not participated actively in the teamwork, they will not be able to reassess this activity and the course will be failed.

In order to be eligible for reassessment, in addition to meeting the requirements established in the Academic Regulations of the Universitat Autònoma de Barcelona, the following criteria must be taken into account:

• Assessment activities will be carried out on the dates established in the course calendar.
• The maximum grade that may be obtained for reassessed evidence will be 6.

Other assessment options

• Single assessment: Not available in this course.
• Second enrolment: Students may request a single synthesis test consisting of an oral examination based on applying the course content to practical situations. The test will be agreed with the teaching staff during the first week of the course and will take place on 27/01/2027, on the date scheduled for the course resit exam.

Assesment Criteria

a) Specific criteria: Each activity will have specific evaluation criteria, communicated in advance. Rubrics and guidelines will be used to ensure formative monitoring.

b) Passing requirements: A minimum of 5/10 is required in each activity. Missing a key evidence will result in a “not assessable” grade.

c) Communication skills: Proper use of oral and written language is required. Serious language issues may result in non-assessment.

d) Citation rules: APA referencing and citation must be correctly applied. ➤ UAB citation guide

e) Plagiarism and copying: Result in a 0 with no right to retake. Repeated offenses lead to failing the course. ➤ UAB info on plagiarism

f) Submission deadlines: Activities must be submitted on time. Grades will be published within 20 working days, with a 10-day review period. Retakes will be reviewed immediately.

g) Attitude and engagement: Respectful, responsible, and professional behaviour is required. Discriminatory behaviour will not be tolerated.

h) Distinction (honourable mention- MH): Awarded to students with excellent performance and active participation. If more candidates than slots (max 5%), contribution quality will be considered.

i) Use of artificial intelligence (AI): Generative AI may be used only if explicitly declared and responsibly justified. Students must specify which tool was used, how, and for what purpose. Full AI-generated content will not be accepted. Any undeclared or fraudulent use will be considered plagiarism or cheating, resulting in a 0-point penalty on the affected exam or assignment.

More information: UAB Undergraduate Assessment Criteria