Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EVALUATION in SPECIAL EDUCATION | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Hatice ŞENGÜL ERDEM |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: the legal and philosophical foundations of evaluation, the purposes of evaluation, medical, developmental, psychological and educational evaluations, evaluation process (screening, diagnosis, placement), programming and evaluation of the program, pre-submission process in evaluation, submission and detailed evaluation process, formal evaluation methods, informal assessment methods, curriculum-based assessment, observation, skill analysis, criterion-dependent tests, study sample analysis, reporting of the assessment process, development of measurement tools (preparing, applying, interpreting, using the obtained data to determine the performance and development of students in various teaching areas. |
| Course Content | This course contains; Basic concepts,Legal and philosophical foundations of evaluation,Objectives of the assessment,Medical, developmental, psychological, and educational assessment,Evaluation process: screening, diagnosis, placement, programming and program evaluation,Pre-submission process in evaluation; Submission and Detailed evaluation process,Formal assessment methods,Informal assessment methods,Curriculum-based assessment,Observation; skills analysis,Criterion dependent tests; study sample analysis,Performance evaluation,Reporting the evaluation process,Developing measurement tools: Preparing, applying, interpreting and using the obtained data to determine the performance and development of students in various teaching areas.. |
| Course Content | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills regarding assessment in special education: Explains the basic concepts; explains the legal and philosophical foundations of evaluation; | 2 | A |
| explains the aims of the evaluation; explain medical, developmental, psychological and educational evaluations; | 2 | A |
| explains the evaluation process: screening, diagnosis, placement, programming and program evaluation; pre-submission process in evaluation; the submission and due diligence process; | 2 | A |
| explains formal evaluation methods; informal assessment methods; | 2 | A |
| curriculum-based assessment; observation; skills analysis; explains criterion dependent tests; | 2 | A |
| analyzes the work sample; reports the evaluation process; | 2 | A |
| develops measurement tools: (preparing, applying, interpreting, using the obtained data to determine the performance and development of students in various teaching areas). | 2 | A |
| Teaching Methods: | 2: Question - Answer |
| Assessment Methods: | A: Written Exam |
Course Outline
| Sıra | Konular | Ön Hazırlık |
| 1 | Basic concepts | Özyürek, M. (2015). (ss. 12-33) |
| 2 | Legal and philosophical foundations of evaluation | Özyürek, M. (2015). (ss. 12-33) |
| 3 | Objectives of the assessment | Sola-Özgüç (2020) (ed) part 1 (ss. 3-30) |
| 4 | Medical, developmental, psychological, and educational assessment | examine Çözger Report |
| 5 | Evaluation process: screening, diagnosis, placement, programming and program evaluation | Sola-Özgüç (2020) (ed) part 1 (ss. 31-64) |
| 6 | Pre-submission process in evaluation; Submission and Detailed evaluation process | Sola-Özgüç (2020) (ed) part 1 (ss. 31-64) |
| 7 | Formal assessment methods | Sola-Özgüç (2020) (ed) part 1 (ss. 65-100) |
| 8 | Informal assessment methods | Özyürek, M. (2015). (ss. 65-96) |
| 9 | Curriculum-based assessment | Sola-Özgüç (ed) part 2 (ss.229-266). Cirriculum-based Assessment |
| 10 | Observation; skills analysis | Sola-Özgüç (ed) part 2 (101-134 / 159-182) examine skill analysis |
| 11 | Criterion dependent tests; study sample analysis | Sola-Özgüç (ed) part 2 (182-228 / 311-349) examine criterion reference test and error analysis |
| 12 | Performance evaluation | Examine GRC performance tools |
| 13 | Reporting the evaluation process | Sola-Özgüç (ed) part 4 (ss.449-474) |
| 14 | Developing measurement tools: Preparing, applying, interpreting and using the obtained data to determine the performance and development of students in various teaching areas. | Examine GRC performance tools |
| Kaynak |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Katkı Düzeyi | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 0 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 0 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 0 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 0 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 0 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 0 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 0 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 0 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 0 | Uses Turkish accurately and effectively. | X | |||||
| 0 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 0 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 0 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Katkı Düzeyi | Mutlak Değerlendirme | |
| Ara Sınavın Başarıya Oranı | 40 | |
| Genel Sınavın Başarıya Oranı | 60 | |
| Toplam | 100 | |