Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MEASUREMENT and EVALUATION in EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| 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) | 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. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the importance and place of measurement and evaluation in education | 12, 13, 16, 9 | |
| Express the basic concepts of measurement and evaluation, | 12, 13, 16, 9 | A |
| It expresses the characteristics of measurement tools used in education | 12, 13, 16, 19 | A, E |
| Explains psychometric properties (reliability, validity, usefulness) to be found in a good measurement tool. | 10, 12, 13, 16, 9 | A |
| It performs statistical analyses on the measurements used. | 10, 12, 13, 16 | |
| Determines the appropriate methods for evaluation and measurement. | 16, 9 | |
| It compares measurement tools used in education based on their features. | 10, 12, 13, 16, 9 | A |
| It compares types of assessments based on their characteristics. | 12, 13, 16, 9 | A |
| 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, 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 | 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 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 1 | 5 | 5 | |||
| Presentation of Project / Seminar | 1 | 10 | 10 | |||
| Quiz | 1 | 10 | 10 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 93 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(93/30) | 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 |
|---|---|---|---|---|---|
| MEASUREMENT and EVALUATION in EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| 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) | 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. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the importance and place of measurement and evaluation in education | 12, 13, 16, 9 | |
| Express the basic concepts of measurement and evaluation, | 12, 13, 16, 9 | A |
| It expresses the characteristics of measurement tools used in education | 12, 13, 16, 19 | A, E |
| Explains psychometric properties (reliability, validity, usefulness) to be found in a good measurement tool. | 10, 12, 13, 16, 9 | A |
| It performs statistical analyses on the measurements used. | 10, 12, 13, 16 | |
| Determines the appropriate methods for evaluation and measurement. | 16, 9 | |
| It compares measurement tools used in education based on their features. | 10, 12, 13, 16, 9 | A |
| It compares types of assessments based on their characteristics. | 12, 13, 16, 9 | A |
| 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, 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 | 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 | |