Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MEASUREMENT and EVALUATION in EDUCATION | PDR2215761 | Spring Semester | 2+2 | 3 | 6 |
| Course Program | Pazartesi 15:30-16:15 Pazartesi 16:30-17:15 Cuma 14:30-15:15 Cuma 15:30-16:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Metin KAYA |
| Name of Lecturer(s) | Assoc.Prof. Metin KAYA |
| Assistant(s) | |
| Aim | To inform prospective teachers about the basic concepts of measurement and evaluation, the types of measurement tools, the measurement tool development/ evaluation, reliability and validity, making some statistical calculations and the evaluation of learning in accordance with the objectives |
| Course Content | This course contains; Introduction of the course content and resources,Importance of measurement and evaluation in education and basic concepts,Creating Measurable Learning Outcomes,Planning of Measurement and Evaluation in Teaching. Table of Specification,Basic Statistical Operations in Measurement and Evaluation,Basic Statistical Operations in Measurement and Evaluation,Basic Statistical Operations in Measurement and Evaluation,Validity,Reliability,Evaluation of performances and test types,Evaluation of performances and test types,Grading and in-class assessment,Test and Item Analysis,Project Results Sharing. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the importance and place of measurement and evaluation in education | 12, 13, 16, 9 | A, C |
| Express the basic concepts of measurement and evaluation, | 12, 13, 16, 9 | A, C |
| It expresses the characteristics of measurement tools used in education | 12, 13, 16, 19 | A, C, E |
| Explains psychometric properties (reliability, validity, usefulness) to be found in a good measurement tool. | 10, 12, 13, 16, 9 | A, C |
| It performs statistical analyses on the measurements used. | 10, 12, 13, 16 | A, C |
| Determines the appropriate methods for evaluation and measurement. | 16, 9 | A, C |
| It compares measurement tools used in education based on their features. | 10, 12, 13, 16, 9 | A, C |
| It compares types of assessments based on their characteristics. | 12, 13, 16, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course content and resources | Karip (2015) |
| 2 | Importance of measurement and evaluation in education and basic concepts | Karip (2015) |
| 3 | Creating Measurable Learning Outcomes | Karip (2015) |
| 4 | Planning of Measurement and Evaluation in Teaching. Table of Specification | Karip (2015) |
| 5 | Basic Statistical Operations in Measurement and Evaluation | Karip (2015) |
| 6 | Basic Statistical Operations in Measurement and Evaluation | Karip (2015) |
| 7 | Basic Statistical Operations in Measurement and Evaluation | Karip (2015) |
| 8 | Validity | Karip (2015) |
| 9 | Reliability | Karip (2015) |
| 10 | Evaluation of performances and test types | Karip (2015) |
| 11 | Evaluation of performances and test types | Karip (2015) |
| 12 | Grading and in-class assessment | Karip (2015) |
| 13 | Test and Item Analysis | Karip (2015) |
| 14 | Project Results Sharing | Karip (2015) |
| Resources |
| Ölçme ve değerlendirme. Editör: Emin Karip. Pegem Akademi Yayınevi. 2015 Eğitimde ölçme ve değerlendirme.Neşe Güler, Pegem Akademi Yayınevi. 2021 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | ||||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | ||||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | ||||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | ||||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | ||||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | ||||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | ||||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | ||||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | ||||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 10 | 10 | |||
| Term Project | 1 | 10 | 10 | |||
| Presentation of Project / Seminar | 1 | 20 | 20 | |||
| Quiz | 1 | 20 | 20 | |||
| Midterm Exam | 4 | 10 | 40 | |||
| General Exam | 5 | 10 | 50 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 178 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(178/30) | 6 | |||||
| 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 |
|---|---|---|---|---|---|
| MEASUREMENT and EVALUATION in EDUCATION | PDR2215761 | Spring Semester | 2+2 | 3 | 6 |
| Course Program | Pazartesi 15:30-16:15 Pazartesi 16:30-17:15 Cuma 14:30-15:15 Cuma 15:30-16:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Metin KAYA |
| Name of Lecturer(s) | Assoc.Prof. Metin KAYA |
| Assistant(s) | |
| Aim | To inform prospective teachers about the basic concepts of measurement and evaluation, the types of measurement tools, the measurement tool development/ evaluation, reliability and validity, making some statistical calculations and the evaluation of learning in accordance with the objectives |
| Course Content | This course contains; Introduction of the course content and resources,Importance of measurement and evaluation in education and basic concepts,Creating Measurable Learning Outcomes,Planning of Measurement and Evaluation in Teaching. Table of Specification,Basic Statistical Operations in Measurement and Evaluation,Basic Statistical Operations in Measurement and Evaluation,Basic Statistical Operations in Measurement and Evaluation,Validity,Reliability,Evaluation of performances and test types,Evaluation of performances and test types,Grading and in-class assessment,Test and Item Analysis,Project Results Sharing. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the importance and place of measurement and evaluation in education | 12, 13, 16, 9 | A, C |
| Express the basic concepts of measurement and evaluation, | 12, 13, 16, 9 | A, C |
| It expresses the characteristics of measurement tools used in education | 12, 13, 16, 19 | A, C, E |
| Explains psychometric properties (reliability, validity, usefulness) to be found in a good measurement tool. | 10, 12, 13, 16, 9 | A, C |
| It performs statistical analyses on the measurements used. | 10, 12, 13, 16 | A, C |
| Determines the appropriate methods for evaluation and measurement. | 16, 9 | A, C |
| It compares measurement tools used in education based on their features. | 10, 12, 13, 16, 9 | A, C |
| It compares types of assessments based on their characteristics. | 12, 13, 16, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course content and resources | Karip (2015) |
| 2 | Importance of measurement and evaluation in education and basic concepts | Karip (2015) |
| 3 | Creating Measurable Learning Outcomes | Karip (2015) |
| 4 | Planning of Measurement and Evaluation in Teaching. Table of Specification | Karip (2015) |
| 5 | Basic Statistical Operations in Measurement and Evaluation | Karip (2015) |
| 6 | Basic Statistical Operations in Measurement and Evaluation | Karip (2015) |
| 7 | Basic Statistical Operations in Measurement and Evaluation | Karip (2015) |
| 8 | Validity | Karip (2015) |
| 9 | Reliability | Karip (2015) |
| 10 | Evaluation of performances and test types | Karip (2015) |
| 11 | Evaluation of performances and test types | Karip (2015) |
| 12 | Grading and in-class assessment | Karip (2015) |
| 13 | Test and Item Analysis | Karip (2015) |
| 14 | Project Results Sharing | Karip (2015) |
| Resources |
| Ölçme ve değerlendirme. Editör: Emin Karip. Pegem Akademi Yayınevi. 2015 Eğitimde ölçme ve değerlendirme.Neşe Güler, Pegem Akademi Yayınevi. 2021 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | ||||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | ||||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | ||||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | ||||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | ||||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | ||||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | ||||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | ||||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | ||||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |