Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOP. ASSESSMENT and OBSERVATION TECHN. | - | Spring Semester | 2+4 | 4 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | Objective of this course is to learn and implement developmental evaluation and observation techniques and to be able to evidence based interpretation. |
| Course Content | This course contains; observation,Evaluation of children with developmental delay,Evaluation of children with developmental delay,Evaluation of children with autism spectrum disorder,Evaluation of children with autism spectrum disorder,Evaluation in communication, language and speech disorders,Evaluation in communication, language and speech disorders,Evaluation of children with hearing loss,Evaluation of children with hearing loss,Evaluation of behavioral problems,Evaluation of behavioral problems,Evaluation of children with learning disabilities,Evaluation of children with attention deficit hyperactivity,Transdisciplinary approach. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student gets the definition of evaluation, information about its types. | 12, 16, 6 | A |
| Explains observations and details of evaluation types. | 16, 19, 6 | A |
| The student applies the techniques of observation types and interprets the results. | 12, 16, 6 | A |
| The student will be qualified for the selection, use and interpretation of appropriate methods using observation techniques for evaluations of children with special needs who are normally developing between 0-18 years of age. | 12, 13, 16, 6, 9 | A |
| By using the essential tools and resources of education and training will have fundamental and revised information which is necessary for theoretical and practical in the field of child development. | 12, 13, 16, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | observation | No preliminary |
| 2 | Evaluation of children with developmental delay | Preparation of the related subject from the recommended sources |
| 3 | Evaluation of children with developmental delay | Preparation of the related subject from the recommended sources |
| 4 | Evaluation of children with autism spectrum disorder | Preparation of the related subject from the recommended sources |
| 5 | Evaluation of children with autism spectrum disorder | Preparation of the related subject from the recommended sources |
| 6 | Evaluation in communication, language and speech disorders | Preparation of the related subject from the recommended sources |
| 7 | Evaluation in communication, language and speech disorders | Preparation of the related subject from the recommended sources |
| 8 | Evaluation of children with hearing loss | Preparation of the related subject from the recommended sources |
| 9 | Evaluation of children with hearing loss | Preparation of the related subject from the recommended sources |
| 10 | Evaluation of behavioral problems | Preparation of the related subject from the recommended sources |
| 11 | Evaluation of behavioral problems | Preparation of the related subject from the recommended sources |
| 12 | Evaluation of children with learning disabilities | Preparation of the related subject from the recommended sources |
| 13 | Evaluation of children with attention deficit hyperactivity | Preparation of the related subject from the recommended sources |
| 14 | Transdisciplinary approach | Preparation of the related subject from the recommended sources |
| Resources |
| Bayhan, P. (2013). Erken Çocuklukta Değerlendirme, Morpa, İstanbul. Slentz, K.L. (2008). Assessment in early childhood. In Davidson C(Eds.),Guide to Assessment in Early Childhood. Washington DC: Washington State Office of Superintendent of Public Instruction. Banta, T.W. (2003). Portfolio Assessment: Uses, Cases, Scoring and Impact, San Franciso CA: Jossey-Bass Bracken, B.A.,&Nagle, R.J. (2007). Psychoeducational Assessment of Preschool Children.New Jersey: Lewrence Erlbaum Accociates,Inc. Doran, V. (2000).Observation, Assessment and Portfolios in the Early Childhood Classroom. Teachers? Resource Centre, Newsletter. Hebert, E.A. (2001). The Power for portfolio what children can teach us about learning and assessment. San Francisco: Jossey- Bass. The National Academies (2008, October). Early childhood assessment:What, Why, and How.Raport Brief. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | X | |||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | X | |||||
| 14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | 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 | 6 | 84 | |||
| Guided Problem Solving | 7 | 6 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 6 | 12 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 158 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(158/30) | 5 | |||||
| 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 |
|---|---|---|---|---|---|
| DEVELOP. ASSESSMENT and OBSERVATION TECHN. | - | Spring Semester | 2+4 | 4 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | Objective of this course is to learn and implement developmental evaluation and observation techniques and to be able to evidence based interpretation. |
| Course Content | This course contains; observation,Evaluation of children with developmental delay,Evaluation of children with developmental delay,Evaluation of children with autism spectrum disorder,Evaluation of children with autism spectrum disorder,Evaluation in communication, language and speech disorders,Evaluation in communication, language and speech disorders,Evaluation of children with hearing loss,Evaluation of children with hearing loss,Evaluation of behavioral problems,Evaluation of behavioral problems,Evaluation of children with learning disabilities,Evaluation of children with attention deficit hyperactivity,Transdisciplinary approach. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student gets the definition of evaluation, information about its types. | 12, 16, 6 | A |
| Explains observations and details of evaluation types. | 16, 19, 6 | A |
| The student applies the techniques of observation types and interprets the results. | 12, 16, 6 | A |
| The student will be qualified for the selection, use and interpretation of appropriate methods using observation techniques for evaluations of children with special needs who are normally developing between 0-18 years of age. | 12, 13, 16, 6, 9 | A |
| By using the essential tools and resources of education and training will have fundamental and revised information which is necessary for theoretical and practical in the field of child development. | 12, 13, 16, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | observation | No preliminary |
| 2 | Evaluation of children with developmental delay | Preparation of the related subject from the recommended sources |
| 3 | Evaluation of children with developmental delay | Preparation of the related subject from the recommended sources |
| 4 | Evaluation of children with autism spectrum disorder | Preparation of the related subject from the recommended sources |
| 5 | Evaluation of children with autism spectrum disorder | Preparation of the related subject from the recommended sources |
| 6 | Evaluation in communication, language and speech disorders | Preparation of the related subject from the recommended sources |
| 7 | Evaluation in communication, language and speech disorders | Preparation of the related subject from the recommended sources |
| 8 | Evaluation of children with hearing loss | Preparation of the related subject from the recommended sources |
| 9 | Evaluation of children with hearing loss | Preparation of the related subject from the recommended sources |
| 10 | Evaluation of behavioral problems | Preparation of the related subject from the recommended sources |
| 11 | Evaluation of behavioral problems | Preparation of the related subject from the recommended sources |
| 12 | Evaluation of children with learning disabilities | Preparation of the related subject from the recommended sources |
| 13 | Evaluation of children with attention deficit hyperactivity | Preparation of the related subject from the recommended sources |
| 14 | Transdisciplinary approach | Preparation of the related subject from the recommended sources |
| Resources |
| Bayhan, P. (2013). Erken Çocuklukta Değerlendirme, Morpa, İstanbul. Slentz, K.L. (2008). Assessment in early childhood. In Davidson C(Eds.),Guide to Assessment in Early Childhood. Washington DC: Washington State Office of Superintendent of Public Instruction. Banta, T.W. (2003). Portfolio Assessment: Uses, Cases, Scoring and Impact, San Franciso CA: Jossey-Bass Bracken, B.A.,&Nagle, R.J. (2007). Psychoeducational Assessment of Preschool Children.New Jersey: Lewrence Erlbaum Accociates,Inc. Doran, V. (2000).Observation, Assessment and Portfolios in the Early Childhood Classroom. Teachers? Resource Centre, Newsletter. Hebert, E.A. (2001). The Power for portfolio what children can teach us about learning and assessment. San Francisco: Jossey- Bass. The National Academies (2008, October). Early childhood assessment:What, Why, and How.Raport Brief. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | X | |||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | X | |||||
| 14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |