Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EVALUATION of DEVELOPMENT in EARLY CHILDHOOD | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | This derste aims to teach the children the necessary evaluation methods to understand the developmental characteristics, to learn and diversify the evaluation methods and to gain an analytical and evidence-based perspective on the development of the educational and developmental basic needs |
| Course Content | This course contains; Evaluation definition, features, types, implementation,Observation techniques,Evaluation inventories, definition, application,Evaluation inventories, definition, application,Informal tests, definitions and varieties,Skill and placement testing, application examples, discussion of group working examples,Standardized tests, definition, types of application,Screening tests and examples,Developmental tests and examples,Intelligence tests and preparation tests and examples,Standardized test examples: California Achievement Test (CAT), IQWA Test Metropolitan Achievement Test (MAT), Stanford Achievement Test (SAT), Gates Macginitie Reading Test,Standardized test examples: Peabody Individual Achievement Test (PIAT), Mc Carty and Frostig, Developmental diagnostic and support programs,Alternative Evaluation: Game based and performance evaluation,Alternative Assessment, group work. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Understand the definition and types of standardized tests, apply and interpret the results | ||
| Understand and apply evaluation inventories and varieties, and interpret canonical results | ||
| Use and interpretation of appropriate methods for educational evaluation of disabled and normal children aged 0-18 years. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Evaluation definition, features, types, implementation | |
| 2 | Observation techniques | |
| 3 | Evaluation inventories, definition, application | |
| 4 | Evaluation inventories, definition, application | |
| 5 | Informal tests, definitions and varieties | |
| 6 | Skill and placement testing, application examples, discussion of group working examples | |
| 7 | Standardized tests, definition, types of application | |
| 8 | Screening tests and examples | |
| 9 | Developmental tests and examples | |
| 10 | Intelligence tests and preparation tests and examples | |
| 11 | Standardized test examples: California Achievement Test (CAT), IQWA Test Metropolitan Achievement Test (MAT), Stanford Achievement Test (SAT), Gates Macginitie Reading Test | |
| 12 | Standardized test examples: Peabody Individual Achievement Test (PIAT), Mc Carty and Frostig, Developmental diagnostic and support programs | |
| 13 | Alternative Evaluation: Game based and performance evaluation | |
| 14 | Alternative Assessment, group work |
| Resources |
| Woods, P; Boyle, M; Hubbard, N. (1999). Multicultural Children in the Early years. Multilingual Matters Ltd, Toronto, Canada. Gandini, L; Hill,L; Schwall, C(eds). (2005). In the Spirit of the Studio, Laerning from the Atelier of Reggio Emilia. Teachers College Pres, NY, USA. Brewer,J:A.(1995). Early Childhood Education. ALLYN and Bacon, Boston,USA. Kessler,S; Swadener,B:B (eds).(1992). Reconceptualizing the Early Childhood Curriculum, Beginning the Dialogue. Teachers College, NY,USA. Edward,C; Gandini,L;Forman,G.(1998). The Hundred languages of Children, The Reggio Emilia Approach Advanced reflections. Ablex Publishing Corporation, Greenwich, England. Driscoll, A; Nagel, N.G. (1999). Early Childhood Education, Birth-8. Allyn and Bacon, Boston,USA. Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi. Morpa, İstanbul. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has a profound and systematic level of knowledge about the mental, language, motor, self-care, social, emotional development areas of all children and young people aged 0-18 years. | X | |||||
| 2 | The 0-18 age group on development and education knows all the concepts for children and adolescents and follows the studies done on this subject. | X | |||||
| 3 | It uses the information gained in the areas of mental, language, motor, self-care, social-emotional development for 0-18 year-old children to make developmental and educational diagnosis for children, family and collective in units related to the profession. | X | |||||
| 4 | It derives appropriate solutions and original ideas from the problems of the country in the health, development, education and social services of children and their families of 0-18 years old using basic knowledge about these problems. | X | |||||
| 5 | The student uses the basic knowledge the student has in the field of Child Development and Education to make suggestions, transfers the learned topics to the application, interprets the information, interprets the results of the practices and analyzes the information cluster critically. | X | |||||
| 6 | It can use the information gained about the occupational field for health, education and social service organizations, especially for children and families, participates in research works which are to be prepared in developmental and educational programs and in related projects. | X | |||||
| 7 | It acts in accordance with the ethics of science and observes the psychological state of the child and the family in experimental research on children. | X | |||||
| 8 | As an example of collecting with external appearance attitudes and behaviors, it acts in accordance with democracy, human rights, social, scientific and professional ethical values, laws, regulations and legislation. | X | |||||
| 9 | Quality management and processes have adequate consensus on the individual, environmental protection and work safety issues, including infants, children and families, and behave and participate in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EVALUATION of DEVELOPMENT in EARLY CHILDHOOD | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | This derste aims to teach the children the necessary evaluation methods to understand the developmental characteristics, to learn and diversify the evaluation methods and to gain an analytical and evidence-based perspective on the development of the educational and developmental basic needs |
| Course Content | This course contains; Evaluation definition, features, types, implementation,Observation techniques,Evaluation inventories, definition, application,Evaluation inventories, definition, application,Informal tests, definitions and varieties,Skill and placement testing, application examples, discussion of group working examples,Standardized tests, definition, types of application,Screening tests and examples,Developmental tests and examples,Intelligence tests and preparation tests and examples,Standardized test examples: California Achievement Test (CAT), IQWA Test Metropolitan Achievement Test (MAT), Stanford Achievement Test (SAT), Gates Macginitie Reading Test,Standardized test examples: Peabody Individual Achievement Test (PIAT), Mc Carty and Frostig, Developmental diagnostic and support programs,Alternative Evaluation: Game based and performance evaluation,Alternative Assessment, group work. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Understand the definition and types of standardized tests, apply and interpret the results | ||
| Understand and apply evaluation inventories and varieties, and interpret canonical results | ||
| Use and interpretation of appropriate methods for educational evaluation of disabled and normal children aged 0-18 years. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Evaluation definition, features, types, implementation | |
| 2 | Observation techniques | |
| 3 | Evaluation inventories, definition, application | |
| 4 | Evaluation inventories, definition, application | |
| 5 | Informal tests, definitions and varieties | |
| 6 | Skill and placement testing, application examples, discussion of group working examples | |
| 7 | Standardized tests, definition, types of application | |
| 8 | Screening tests and examples | |
| 9 | Developmental tests and examples | |
| 10 | Intelligence tests and preparation tests and examples | |
| 11 | Standardized test examples: California Achievement Test (CAT), IQWA Test Metropolitan Achievement Test (MAT), Stanford Achievement Test (SAT), Gates Macginitie Reading Test | |
| 12 | Standardized test examples: Peabody Individual Achievement Test (PIAT), Mc Carty and Frostig, Developmental diagnostic and support programs | |
| 13 | Alternative Evaluation: Game based and performance evaluation | |
| 14 | Alternative Assessment, group work |
| Resources |
| Woods, P; Boyle, M; Hubbard, N. (1999). Multicultural Children in the Early years. Multilingual Matters Ltd, Toronto, Canada. Gandini, L; Hill,L; Schwall, C(eds). (2005). In the Spirit of the Studio, Laerning from the Atelier of Reggio Emilia. Teachers College Pres, NY, USA. Brewer,J:A.(1995). Early Childhood Education. ALLYN and Bacon, Boston,USA. Kessler,S; Swadener,B:B (eds).(1992). Reconceptualizing the Early Childhood Curriculum, Beginning the Dialogue. Teachers College, NY,USA. Edward,C; Gandini,L;Forman,G.(1998). The Hundred languages of Children, The Reggio Emilia Approach Advanced reflections. Ablex Publishing Corporation, Greenwich, England. Driscoll, A; Nagel, N.G. (1999). Early Childhood Education, Birth-8. Allyn and Bacon, Boston,USA. Bayhan,P; Artan. İ. (2004). Çocuk Gelişimi ve Eğitimi. Morpa, İstanbul. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has a profound and systematic level of knowledge about the mental, language, motor, self-care, social, emotional development areas of all children and young people aged 0-18 years. | X | |||||
| 2 | The 0-18 age group on development and education knows all the concepts for children and adolescents and follows the studies done on this subject. | X | |||||
| 3 | It uses the information gained in the areas of mental, language, motor, self-care, social-emotional development for 0-18 year-old children to make developmental and educational diagnosis for children, family and collective in units related to the profession. | X | |||||
| 4 | It derives appropriate solutions and original ideas from the problems of the country in the health, development, education and social services of children and their families of 0-18 years old using basic knowledge about these problems. | X | |||||
| 5 | The student uses the basic knowledge the student has in the field of Child Development and Education to make suggestions, transfers the learned topics to the application, interprets the information, interprets the results of the practices and analyzes the information cluster critically. | X | |||||
| 6 | It can use the information gained about the occupational field for health, education and social service organizations, especially for children and families, participates in research works which are to be prepared in developmental and educational programs and in related projects. | X | |||||
| 7 | It acts in accordance with the ethics of science and observes the psychological state of the child and the family in experimental research on children. | X | |||||
| 8 | As an example of collecting with external appearance attitudes and behaviors, it acts in accordance with democracy, human rights, social, scientific and professional ethical values, laws, regulations and legislation. | X | |||||
| 9 | Quality management and processes have adequate consensus on the individual, environmental protection and work safety issues, including infants, children and families, and behave and participate in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |