Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EDUCATIONAL and BEHAVIORAL ASSESSMENT in SPECIAL EDUCATION | ÖE3216419 | Spring 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 | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Lect.Dr. Ömer Faruk AR |
| 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.. |
| Course Learning Outcomes | 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 | It compares theories of development and learning in the field of special education. | X | |||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | X | |||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | X | |||||
| 8 | Conducts functional behavior assessment and behavior change processes. | X | |||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | X | |||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | X | |||||
| 11 | It carries out social responsibility initiatives related to its field. | X | |||||
| 12 | Evaluates the effectiveness of teaching practices. | X | |||||
| 13 | Plans the family and interdisciplinary team collaboration process. | X | |||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | X | |||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | X | |||||
| 16 | Participates in scientific and professional development activities in their 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 | 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 |
|---|---|---|---|---|---|
| EDUCATIONAL and BEHAVIORAL ASSESSMENT in SPECIAL EDUCATION | ÖE3216419 | Spring 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 | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Lect.Dr. Ömer Faruk AR |
| 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.. |
| Course Learning Outcomes | 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 | It compares theories of development and learning in the field of special education. | X | |||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | X | |||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | X | |||||
| 8 | Conducts functional behavior assessment and behavior change processes. | X | |||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | X | |||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | X | |||||
| 11 | It carries out social responsibility initiatives related to its field. | X | |||||
| 12 | Evaluates the effectiveness of teaching practices. | X | |||||
| 13 | Plans the family and interdisciplinary team collaboration process. | X | |||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | X | |||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | X | |||||
| 16 | Participates in scientific and professional development activities in their field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |