Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL DIAGNOSIS and ASSESSMENT METHODS | - | Fall Semester | 3+0 | 3 | 4 |
| 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 | This course's objective is to assimilate required evaluation methods for understanding children?s developmental features, to learn and diversify developmental evaluation methods, and to acquire an analytical and evidence based point of view to reveal educational and developmental essentials |
| Course Content | This course contains; Evaluation anda assessment definition and description,Evaluation scales, definition, application,,Sociometries, definition and application, team work and discussion,Evaluation anda assessment definition and description,Informal tests, definition, varieties,,Skill and placement tests, definition and application, team work and discussion,Standardized tests, definition, application, types,Screening , team work, role play,Developmental tests, team work, role play,Intelligence tests and preparation tests and application,Developmental tests, intelligence tests and preparation tests Sample standardized tests, California Achievement Test (CAT), IQWA test Metropolitan Achievement Test (MAT), Stanford Achievement Test (SAT), Gates Macginitie Reading Test,Peabody Individual Achievement Test (PIAT), Mc Carty ve Frostig, Developmental Evaluation and back up programs,Alternative assessment definition, played-based assessment and performance assesssment,Alternative assessment application team work. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Demonstrates competence in selecting, using and interpreting appropriate methods for the educational evaluation of children aged 0-18 with special needs and typically developing children. | 12, 13, 15, 16, 19, 5, 9 | A |
| Analyzes the definition and types of standardized tests, applies them and evaluates the results. | 12, 13, 15, 16, 19, 5, 9 | A |
| Explains and applies evaluation inventories and their types and evaluates evidence-based results. | 12, 13, 15, 16, 19, 5, 9 | A |
| Students define the basic and updated theoretical and practical knowledge in the field of child development, using the necessary educational and training tools and resources. | 12, 13, 15, 16, 19, 5, 9 | A |
| Student identifies children's development, learning characteristics and difficulties. | 12, 13, 15, 16, 19, 5, 9 | A |
| Evaluates the information he/she has with a critical approach and determines his/her own learning needs. | 12, 13, 15, 16, 19, 5, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Evaluation anda assessment definition and description | Preparation of the related subject from the recommended sources |
| 2 | Evaluation scales, definition, application, | Preparation of the related subject from the recommended sources |
| 3 | Sociometries, definition and application, team work and discussion | Preparation of the related subject from the recommended sources |
| 4 | Evaluation anda assessment definition and description | Preparation of the related subject from the recommended sources |
| 5 | Informal tests, definition, varieties, | Preparation of the related subject from the recommended sources |
| 6 | Skill and placement tests, definition and application, team work and discussion | Preparation of the related subject from the recommended sources |
| 7 | Standardized tests, definition, application, types | Preparation of the related subject from the recommended sources |
| 8 | Screening , team work, role play | Preparation of the related subject from the recommended sources |
| 9 | Developmental tests, team work, role play | Preparation of the related subject from the recommended sources |
| 10 | Intelligence tests and preparation tests and application | Preparation of the related subject from the recommended sources |
| 11 | Developmental tests, intelligence tests and preparation tests Sample standardized tests, California Achievement Test (CAT), IQWA test Metropolitan Achievement Test (MAT), Stanford Achievement Test (SAT), Gates Macginitie Reading Test | Preparation of the related subject from the recommended sources |
| 12 | Peabody Individual Achievement Test (PIAT), Mc Carty ve Frostig, Developmental Evaluation and back up programs | Preparation of the related subject from the recommended sources |
| 13 | Alternative assessment definition, played-based assessment and performance assesssment | Preparation of the related subject from the recommended sources |
| 14 | Alternative assessment application team work | Preparation of the related subject from the recommended sources |
| Resources |
| Downs , A., &. Strand, P.S. (2006). Using Assessment to Improve the Effectiveness of Early Childhood Education. J Child Fam Stud ,15:671?680. Essa, E. (1999). Introduction to early childhood education., 3th edition. Albany, US:Delmar Publishers. Gullo, D.F. (2005). Understanding assessment and evaluation in early childhood education. New York and London: Teachers College Pres. 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. Bee, H. (1995), Lifespan Development. Harper Collins College Publishers, USA. Craig, G.J.; Kermis, M. (1995) Children Today. Prentice Hall, New Jersy, USA. Dworetsky, J.P. (1990). Introduction to Child Development, 4th edition. West Publishing Company, USA. Papalia, D.E., Olds S.W. (1993) A Child?s World, Infancy Through Adolescence, 6th Edition, |
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. | ||||||
| 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. | ||||||
| 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 | 3 | 42 | |||
| Guided Problem Solving | 7 | 6 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 8 | 16 | |||
| 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) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| DEVELOPMENTAL DIAGNOSIS and ASSESSMENT METHODS | - | Fall Semester | 3+0 | 3 | 4 |
| 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 | This course's objective is to assimilate required evaluation methods for understanding children?s developmental features, to learn and diversify developmental evaluation methods, and to acquire an analytical and evidence based point of view to reveal educational and developmental essentials |
| Course Content | This course contains; Evaluation anda assessment definition and description,Evaluation scales, definition, application,,Sociometries, definition and application, team work and discussion,Evaluation anda assessment definition and description,Informal tests, definition, varieties,,Skill and placement tests, definition and application, team work and discussion,Standardized tests, definition, application, types,Screening , team work, role play,Developmental tests, team work, role play,Intelligence tests and preparation tests and application,Developmental tests, intelligence tests and preparation tests Sample standardized tests, California Achievement Test (CAT), IQWA test Metropolitan Achievement Test (MAT), Stanford Achievement Test (SAT), Gates Macginitie Reading Test,Peabody Individual Achievement Test (PIAT), Mc Carty ve Frostig, Developmental Evaluation and back up programs,Alternative assessment definition, played-based assessment and performance assesssment,Alternative assessment application team work. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Demonstrates competence in selecting, using and interpreting appropriate methods for the educational evaluation of children aged 0-18 with special needs and typically developing children. | 12, 13, 15, 16, 19, 5, 9 | A |
| Analyzes the definition and types of standardized tests, applies them and evaluates the results. | 12, 13, 15, 16, 19, 5, 9 | A |
| Explains and applies evaluation inventories and their types and evaluates evidence-based results. | 12, 13, 15, 16, 19, 5, 9 | A |
| Students define the basic and updated theoretical and practical knowledge in the field of child development, using the necessary educational and training tools and resources. | 12, 13, 15, 16, 19, 5, 9 | A |
| Student identifies children's development, learning characteristics and difficulties. | 12, 13, 15, 16, 19, 5, 9 | A |
| Evaluates the information he/she has with a critical approach and determines his/her own learning needs. | 12, 13, 15, 16, 19, 5, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Evaluation anda assessment definition and description | Preparation of the related subject from the recommended sources |
| 2 | Evaluation scales, definition, application, | Preparation of the related subject from the recommended sources |
| 3 | Sociometries, definition and application, team work and discussion | Preparation of the related subject from the recommended sources |
| 4 | Evaluation anda assessment definition and description | Preparation of the related subject from the recommended sources |
| 5 | Informal tests, definition, varieties, | Preparation of the related subject from the recommended sources |
| 6 | Skill and placement tests, definition and application, team work and discussion | Preparation of the related subject from the recommended sources |
| 7 | Standardized tests, definition, application, types | Preparation of the related subject from the recommended sources |
| 8 | Screening , team work, role play | Preparation of the related subject from the recommended sources |
| 9 | Developmental tests, team work, role play | Preparation of the related subject from the recommended sources |
| 10 | Intelligence tests and preparation tests and application | Preparation of the related subject from the recommended sources |
| 11 | Developmental tests, intelligence tests and preparation tests Sample standardized tests, California Achievement Test (CAT), IQWA test Metropolitan Achievement Test (MAT), Stanford Achievement Test (SAT), Gates Macginitie Reading Test | Preparation of the related subject from the recommended sources |
| 12 | Peabody Individual Achievement Test (PIAT), Mc Carty ve Frostig, Developmental Evaluation and back up programs | Preparation of the related subject from the recommended sources |
| 13 | Alternative assessment definition, played-based assessment and performance assesssment | Preparation of the related subject from the recommended sources |
| 14 | Alternative assessment application team work | Preparation of the related subject from the recommended sources |
| Resources |
| Downs , A., &. Strand, P.S. (2006). Using Assessment to Improve the Effectiveness of Early Childhood Education. J Child Fam Stud ,15:671?680. Essa, E. (1999). Introduction to early childhood education., 3th edition. Albany, US:Delmar Publishers. Gullo, D.F. (2005). Understanding assessment and evaluation in early childhood education. New York and London: Teachers College Pres. 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. Bee, H. (1995), Lifespan Development. Harper Collins College Publishers, USA. Craig, G.J.; Kermis, M. (1995) Children Today. Prentice Hall, New Jersy, USA. Dworetsky, J.P. (1990). Introduction to Child Development, 4th edition. West Publishing Company, USA. Papalia, D.E., Olds S.W. (1993) A Child?s World, Infancy Through Adolescence, 6th Edition, |
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. | ||||||
| 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. | ||||||
| 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 | |