Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MEASUREMENT and EVALUATION in EDUCATION | İM2215761 | Spring Semester | 2+2 | 3 | 6 |
| Course Program |
| 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) | Assist.Prof. Esra YEMENLİ |
| 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 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
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 | İM2215761 | Spring Semester | 2+2 | 3 | 6 |
| Course Program |
| 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) | Assist.Prof. Esra YEMENLİ |
| 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 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |