ONLY IT WILL HAVE RIGHT IT An EXAMINATION OF ALL The SUBJECT. The temario stop this examination will be envelope the contents of the subject and envelope the practices that realize in kind. Hence, this examination will divide in two parts: a part will be type test (that will mark on 10) and another part that will be on practical suppositions (that will mark on 10). It Will approve the examination always that it reach in both parts an approved (approves with a 5) Wool date of the examination will be the one who mark the own mestrado no can modify .

The DATE OF START OF THIS SUBJECT IS PUBLISHES IN The PAGE WEB OF The MESTRADO And IN The BOARD OF THIS. The student that no put in contact with the professor before the date of start of the kinds and do not assist the kind (was the reason that was) since it first day. The professor will consider how student that assist less of a 80% to the kinds (with the conditions exposed to the start of this apartado)

The students that by any reason do not assist less of a 80% the kind and communicate it to him to the professor. They OWE to PRESENT A XUSTISTAYYOU, in the following vacuum flasks:

1-it is a justification by illness. A xustificante medical fulfilled correctly.

2-it is by an employment. The xustificante is a photocopy of the work and a paper (covered correctly) where indicate that the hours of kind overlap with the of the work. If they buy any of these two vacuum flasks. The professor will overtake with the student practise them that it will realize in kind and will evaluate it how to the students that assist the kinds.

BUT BUT it FULFILS ANY OF THESE CONDITIONS The PROFESSOR DOES not REALIZE ANY EXTRA WORK To The STUDENT, NEITHER OUT OF The PERIOD OF KINDS ESTABLISHED STOP THIS SUBJECT SINCE The MESTRADO. BY IT SO MUCH, IF The STUDENT FINDS IN THIS SITUATION IS CONSIDERED HOW A STUDENT THAT ASSISTS LESS OF A 80% OF KINDS.

b-IT The STUDENTS THAT ASSIST 80% The CALSES WILL not HAVE FINAL EXAMINATION OF The SUBJECT.

IT these students apply them all the exposed in the apartado of evaluation. It IS to say, each methodology and his description adecúase a qualification. The note stop these students in this subject will come given pole work that realize along the subject. At the end of the subject will expose in the board of the dispatch of the professor to note reached by each student us distinct apartados to evaluate. If the student wants to improve the note that exposed the professor in the board has to presented to the examination. The temario stop this examination will be envelope the contents of the subject and envelope the practices that realize in kind. Hence this examination will divide in two parts: a part will be type test (that will mark on 10) and another part that will be on practical suppositions (that will mark on 10). It Will approve the examination always that it reach in both parts an approved (approves with a 5) Wool date of the examination will be the one who mark the own mestrado no can modify .

Learning outcomes	Study programme competences
Designing, selecting and applying techniques and tools for collecting and analyzing information to develop program evaluation processes, services, strategies and resources of educational intervention in various contexts	AJ1 AJ5 AJ8 AJ9	BC1 BC3 BC6 BC7 BC8 BC10 BC11
Analyze the information collected in the process of socio-educational intervention using appropriate analytical techniques		BC12 BC13 BC14 BC15 BC16 BC17 BC19
Critically assess the knowledge, technology and information available to resolve the problems they face from different perspectives and one of them the gender perspective		BC5 BC18	CC1 CC2 CC5 CC6 CC7 CC8

Topic	Sub-topic
Theme I- Evaluation of agents, areas and socio-educational projects	1.1. Evaluation of intervention agents 1.2. Evaluation of areas of intervention 1.3. Evaluation of intervention projects
Theme II- Procedures, techniques and evaluation tools.	2.1. Techniques and analysis of the reality of diagnosis (documentary analysis, technique couples the rotating field notebook ;; brainstorming) 2.2. Techniques for implementation and follow-up phase (building a tower, observation, group discussion, interview, art squares) 2.3. Evaluation techniques (DAFO technique; checklist; technical questionnaire
Theme III-Writing and reporting assessment	3.1. Types of Reports 3.2. Organization and structure of the report 3.3. Drafting and evaluation criteria of the report

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Guest lecture / keynote speech	A9 B1 B11 B12 B14 C7	11.5	0	11.5
Collaborative learning	A1 A5 B3 B6 B8 B10 B18 C5 C8	0	21	21
Supervised projects	A8 B5 B19 B17 C1	0	45	45
Workshop	B7 B13 B15 B16 C2 C6	20	11	31

Personalized attention		4	0	4

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Guest lecture / keynote speech	Class given by professor on the content already cited in the teaching guide. This methodology is used exclusively in the word as a way of transmitting information to the whole group.
Collaborative learning	It is formed by a set of methodologies such as the discussion dirixida, Obradoiro, analyze fontes documentaries, schemas, readings, conceptual maps, troubleshooting, etc. All these guided procedures in the classroom and/or supported by information and communication technologies. Specifically, in this methodology were configured small groups (not more than 5 people). Each student should work for the group in the resolution of the tasks proposed by the teacher so as to optimize their own learning and the other members of the group.
Supervised projects	The field must be completed with a practical work covering all the aspects worked in the classes. For this work will be carried out individually or in groups. If Is Group cannot be more than two persons.
Workshop	With this task is intended to combine other methodologies, such as for example, oral presentations, solutions to problems, guided practices, etc. But bearing in mind that with it the student operates purely practical tasks on a specific topic with support and supervision of teachers.

Methodologies	Competencies	Description	Qualification
Workshop	B7 B13 B15 B16 C2 C6	During the sessions maxistrais professor will a problem for the student I observed the process. For the evaluation of this activity will be taken into account: the development of the activity, agility in its implementation, the presentation, etc	30
Collaborative learning	A1 A5 B3 B6 B8 B10 B18 C5 C8	As it is a methodology to observe the learning of each student. The student will have to:understanding and managing the computers. In this methodology becomes a very important instrument of evaluation, as the learner to develop other methodologies here exposed, you may need to optimize their own learning and the rest of the group. As is the complement other methodologies are subject to a point on the following tasks: analysis of documentary sources,speech directed and Obradoiro. Also, it must be borne in mind that to compute the point the each one of these methodologies must meet the requirements of these methodologies described in this assessment, as are: the ability to work individually, the ability to work in team, basic general knowledge, capacity for synthesis and analysis, ability to apply the knowledge of the magisterial sessions to practice, capacity to generate new ideas (innovation and creativity), capacity criticism and self-criticism, decision making, oral and written communication and research skills.	20
Supervised projects	A8 B5 B19 B17 C1	The work is worth the 50% of the final grade whenever you exceed positively. This work will be the implementation of what has been done in class. Therefore, count of 3 parts that will be presented to students on the first day of classes. For the revision of the work required assistance to four tutorial session, although it can assist all those that students needed. The tutorial session will always be in the schedule established by the teacher. Under no circumstances will tutorial session for this job hours outside the established.	50

Assessment comments
It-The STUDENTS THAT ASSIST LESS OF A 80% (3 no justified fouls) To The KINDS ONLY IT WILL HAVE RIGHT IT An EXAMINATION OF ALL The SUBJECT. The temario stop this examination will be envelope the contents of the subject and envelope the practices that realize in kind. Hence, this examination will divide in two parts: a part will be type test (that will mark on 10) and another part that will be on practical suppositions (that will mark on 10). It Will approve the examination always that it reach in both parts an approved (approves with a 5) Wool date of the examination will be the one who mark the own mestrado no can modify . The DATE OF START OF THIS SUBJECT IS PUBLISHES IN The PAGE WEB OF The MESTRADO And IN The BOARD OF THIS. The student that no put in contact with the professor before the date of start of the kinds and do not assist the kind (was the reason that was) since it first day. The professor will consider how student that assist less of a 80% to the kinds (with the conditions exposed to the start of this apartado) The students that by any reason do not assist less of a 80% the kind and communicate it to him to the professor. They OWE to PRESENT A XUSTISTAYYOU, in the following vacuum flasks: 1-it is a justification by illness. A xustificante medical fulfilled correctly. 2-it is by an employment. The xustificante is a photocopy of the work and a paper (covered correctly) where indicate that the hours of kind overlap with the of the work. If they buy any of these two vacuum flasks. The professor will overtake with the student practise them that it will realize in kind and will evaluate it how to the students that assist the kinds. BUT BUT it FULFILS ANY OF THESE CONDITIONS The PROFESSOR DOES not REALIZE ANY EXTRA WORK To The STUDENT, NEITHER OUT OF The PERIOD OF KINDS ESTABLISHED STOP THIS SUBJECT SINCE The MESTRADO. BY IT SO MUCH, IF The STUDENT FINDS IN THIS SITUATION IS CONSIDERED HOW A STUDENT THAT ASSISTS LESS OF A 80% OF KINDS. b-IT The STUDENTS THAT ASSIST 80% The CALSES WILL not HAVE FINAL EXAMINATION OF The SUBJECT. IT these students apply them all the exposed in the apartado of evaluation. It IS to say, each methodology and his description adecúase a qualification. The note stop these students in this subject will come given pole work that realize along the subject. At the end of the subject will expose in the board of the dispatch of the professor to note reached by each student us distinct apartados to evaluate. If the student wants to improve the note that exposed the professor in the board has to presented to the examination. The temario stop this examination will be envelope the contents of the subject and envelope the practices that realize in kind. Hence this examination will divide in two parts: a part will be type test (that will mark on 10) and another part that will be on practical suppositions (that will mark on 10). It Will approve the examination always that it reach in both parts an approved (approves with a 5) Wool date of the examination will be the one who mark the own mestrado no can modify .

Basic
	ANEAES (2017). Fuentes, técnica e instrumentos de recolección de datos. Recuperado de: http://www.aneaes.gov.py/aneaes/datos/post2017/fuentesTecnicasInstrumentosRecoleccionDatos.pdf (consultado: 03/07/2018) Alemán, C (2012) Evaluación de servicios sociales. Cizur Menor: Civita Alvira, F. (1991). Metodología de la evaluación de programas. (Cuadernos Metodológicos, 2). Madrid: CIS Cabella, N (2014). Técnicas e instrumentos para evaluar aprendizajes. Recuperado de: http://iudag.com/site/wp-content/uploads/2014/07/T%C3%A9cnicas-e-instrumentos-para-evaluaci%C3%B3n.pdf (consultado: 03/07/2018) Castillo, S (2010). La práctica de la evaluación educativa: materiales e instrumentos. Madrid: Pearson educación Comité Conjunto de Estándares para la evaluación educativa (1998). Estándares para la evaluación de programas. Bilbao: Edic. Mensajero  Díaz, F. y Barriga, A. (2002) Estrategias Docentes para un Aprendizaje Significativo: una interpretación constructivista. México: McGraw Hill. Recuperado de: http://postgrado.una.edu.ve/evaluacionaprendizajes/paginas/diazbarrigacap8-1.pdf (consultado: 03/07/2018)  Equipo EFIF (2008) Manual de instrumentos de evaluación familiar. Madrid: CCS  Jossey-Bass AEC (2000). Guía para la Gestión de la Calidad de los Servicios Públicos (Adaptación de la Norma UNE-EN-ISO 9004-2). Madrid: MAP  López, V.M. (2009). Evaluación formativa y compartida en Educación Superior. Propuestas, técnicas, instrumentos y experiencias. Barcelona: Narcea Merino, J. V. (2000) Programas de animación sociocultural tres instrumentos para su diseño y evaluación. Madrid: Narcea Morales, L (2013). Técnicas e instrumentos de recolección de datos. Recuperado de: https://www.mindmeister.com/es/298220514/t-cnicas-e-instrumentos-de-recolecci-n-de-datos (consultado: 03/07/2018) Padilla, M. T (2014). Técnicas e Instrumentos para el diagnóstico y la evaluación educativa Madrid: CCS Rebolloso, E.; Fernández-Ramirez, B. y Cantón, P. (2008). Evaluación de programas de intervención social. Madrid: Edit. Síntesis Stufflebeam, D.L. y Shinkfield, A.J. (2007). Evaluation Theory, Models & applications. San Francisco, CA:  Tapia. F.J. (2011). La Técnica y los instrumentos de evaluación. Recuperado de: http://www.mat.uson.mx/~ftapia/Lecturas%20Adicionales%20%28C%C3%B3mo%20dise%C3%B1ar%20una%20encuesta%29/EscalasDeMedicion.pdf (consultado: 03/07/2018) Enlaces web: Técnicas de recogida de datos: https://alojamientos.uva.es/guia_docente/uploads/2013/475/46197/1/Documento5.pdf (consultado: 03/07/2018) Técnicas e instrumentos de evaluación: https://prezi.com/qh8ubrgow22w/tecnicas-e-instrumentos-de-evaluacion/ (consultado: 03/07/2018)
Complementary
	Ad-ECOS (2015). Como elaborar los indicadores de un proyecto social paso a paso. Recuperado de: http://www.ad-ecos.com/blog-de-formacioacuten/como-elaborar-los-indicadores-de-un-proyecto-social-paso-a-paso (consultado 03/07/2018)  Ander-EGG, E. y Aguilar, M.J. (2017). Como elaborar un proyecto: guía para diseñar proyectos sociales y culturales. Recuperado de: http://abacoenred.com/wp-content/uploads/2017/05/Como-elaborar-un-proyecto-1989-Ed.1-Ander-Egg-Ezequiel-y-Aguilar-Id%C3%A1%C3%B1ez-MJ.pdf.pdf   (consultado 03/07/2018) Camison et al. (2006). Gestión de la calidad: conceptos, enfoques, modelos y sistemas. Madrid. Pearson   Club de excelencia (2003). Guía práctica para desarrollar, implantar y revisar la Autoevaluación de mi organización. Madrid: EFQM  Desler, G. (2001). Administración del personal. México. Perason. Junta de Andalucia (2010). Manual de proyectos. Junta de Andalucia: Conserjería de Gobernación. Recuperado de: http://fapacordoba.org/wp-content/uploads/2010/10/manualdeproyectos-voluntariado.pdf (consultado 03/07/2018) Losada, S (2016). Metodología de la Intervención Social. Madrid: Editorial Síntesis Recuperado de: https://www.sintesis.com/data/indices/9788490773550.pdf  (consultado 03/07/2018) Ministerio de Administración Pública (2006). Guía de autoevaluación para la administración pública. MAP Recuperado de: http://www.aeval.es/es/difusion_y_comunicacion/publicaciones/Guias/Guias_Marco_General_Mejora_Calidad/guia_iberoamericana.html (consultado 03/07/2018)  Ministerio de Administración Pública (2006). Guía de evaluación. Modelo EVAM. MAP Recuperado de: http://www.aeval.es/es/difusion_y_comunicacion/publicaciones/Guias/Guias_Marco_General_Mejora_Calidad/evam.html  (consultado 03/07/2018) Ministerio de Administración Pública (2009). Guía para el desarrollo de cartas de servicio. MAP Recuperado de: http://www.aeval.es/export/sites/aeval/comun/pdf/calidad/guias/Guia_CARTAS_2009.pdf  (consultado 03/07/2018) Pérez, O (coord.) (2007). Plan Estratégico del Tercer Sector de Acción Social. Guía de evaluación de programas y proyectos sociales Recuperado de: https://www.msssi.gob.es/ssi/familiasInfancia/ongVoluntariado/docs/evaluaciondeprogramasyproyectossociales.pdf (consultado 03/07/2018)  Enlaces web: Diseño de estrategias http://www.juntadeandalucia.es/agriculturaypesca/desarrollo/documentos/manual_61.pdf (consultado 03/07/2018) Elaboración de proyectos sociales. http://nevada.ual.es/decahuma/REL_INTER/archivos/comoelaborarproyectos.pdf (consultado 03/07/2018) Gestión de proyectos sociales https://www.diba.cat/c/document_library/get_file?uuid=f067d455-fe09-488b-a2a0-04656503eed0&groupId=527890 (consultado 03/07/2018) Métodos y técnicas más útiles en la gestión de proyectos http://www.eoi.es/blogs/pedroismaelvegazo/2011/11/24/metodos/ (consultado 03/07/2018) Plataforma de ONG de acción social: https://www.plataformaong.org/plan-estrategico-tercer-sector.php  (consultado 03/07/2018)