Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EVALUATION in SPECIAL EDUCATION | - | Fall Semester | 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 | Within the scope of this course, it is aimed that students provide students with the evaluation processes and evaluation methods in special education. |
| 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.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the basic concepts related to evaluation in special education. | 10, 16, 9 | A |
| Explains the methods used in evaluation in special education. | 10, 16, 9 | A |
| Describes the interpretation and reporting of information regarding the diagnosis and evaluation of individuals with special needs. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 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 |
| Resources |
| C. Sola-Özgüç (ed). (2020). Özel Eğitimde Değerlendirme. Vize akademik. Ahmet Yıkmış ve Mehmet Yavuz (ed.) (2022) Özel Eğitimde Değerlendirme. Eğiten Kitap |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 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 | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | 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 | |||||
| 4 | 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 | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | 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 | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | 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 | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | 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
| 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 | 3 | 42 | |||
| Guided Problem Solving | 6 | 2 | 12 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 2 | 2 | 4 | |||
| Presentation of Project / Seminar | 2 | 5 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 103 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(103/30) | 3 | |||||
| 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 in SPECIAL EDUCATION | - | Fall Semester | 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 | Within the scope of this course, it is aimed that students provide students with the evaluation processes and evaluation methods in special education. |
| 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.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the basic concepts related to evaluation in special education. | 10, 16, 9 | A |
| Explains the methods used in evaluation in special education. | 10, 16, 9 | A |
| Describes the interpretation and reporting of information regarding the diagnosis and evaluation of individuals with special needs. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 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 |
| Resources |
| C. Sola-Özgüç (ed). (2020). Özel Eğitimde Değerlendirme. Vize akademik. Ahmet Yıkmış ve Mehmet Yavuz (ed.) (2022) Özel Eğitimde Değerlendirme. Eğiten Kitap |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 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 | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | 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 | |||||
| 4 | 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 | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | 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 | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | 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 | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | 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
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |