| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Measurement And Evaluatıon In Educatıon | MB307 | Turkish | Compulsory | 5. Semester | 2 + 0 | 2.0 | 3.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | Face to face |
| Course Coordinator | Dr. Öğr. Üyesi DÖNDÜ BAHAR ŞAHİN SARKIN |
| Instructor(s) | Dr. Öğr. Üyesi Hayriye Merve ERİŞ HASIRCI (Güz) |
| Goals | To have basic knowledge and understanding of basic concepts in measurement and evaluation and competencies in development of measurement instruments for classrooms. |
| Course Content | The place and importance of measurement and evaluation in education; basic concepts of measurement and evaluation; psychometric (validity, reliability, usefulness) properties of measurement tools; development and implementation of achievement tests; interpreting test results and giving feedback; analysis of test and item scores; evaluation and grading. |
| # | Öğrenme Kazanımı |
| 1 | Explains the concept of measurement and its types and gives examples. |
| 2 | Explains the concept and types of evaluation and gives examples. |
| 3 | Interprets the scale types and discusses the differences between them. |
| 4 | Interprets the error types in measurement. |
| 5 | Discusses the required features (validity, reliability and usefulness) of a measurement tool. |
| 6 | Explain the relationship between validity and reliability in measurement. |
| 7 | Discusses assessment techniques (written exams, multiple choice tests, true-false tests, short answer tests, oral exams) with all their features. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Measurement and evaluation in education. Definitions, applications and problems | Research, Other Activities |
| 2. Week | Direct measurement, indirect measurement, scale, criterion, relative and absolute criterion, error types in measurement and types of scales (Classification, ordering, equally spaced and proportional scales) Absolute and relative evaluation | Other Activities, Research |
| 3. Week | The features that the measurement tool should have: validity, reliability and usefulness | Research, Other Activities |
| 4. Week | How is the relationship between validity and reliability calculated? | Research, Other Activities |
| 5. Week | Test analysis: Calculation of difficulty index and distinctiveness | Other Activities |
| 6. Week | Oral exams, short answer tests, true-false tests, paired tests, and multiple-choice tests | Research, Other Activities |
| 7. Week | Central concentration measures (mode, median, arithmetic mean) | Other Activities |
| 8. Week | MIDTERM | |
| 9. Week | Measures of central distribution (range, standard shift, quarter shift, normal distribution) | Research |
| 10. Week | Some statistical operations on test scores: Calculating Z and T score | Other Activities |
| 11. Week | Measuring Affective Domain behaviors: Interest, attitude and disposition tests | Other Activities, Research |
| 12. Week | Measuring psychomotor domain behaviors: Performance tests and portfolio evaluation | Other Activities |
| 13. Week | Test development and question preparation techniques | Other Activities, Research |
| 14. Week | Final |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Gains and applies early childhood basic knowledge. | ✔ | |||||
| 2 | Plans the educational process to support development and learning. | ✔ | |||||
| 3 | Organizes healthy, supportive and stimulating educational environments. | ✔ | |||||
| 4 | Uses active and alternative learning methods in early childhood. | ✔ | |||||
| 5 | Works in cooperation with family, school and society. | ✔ | |||||
| 6 | They are aware of the theoretical foundations (philosophical, sociological, psychological, historical, legal, economic, etc.) on which education is based, and reflect these theories to their practices. | ✔ | |||||
| 7 | Awares of the attitude, responsibility and ethical values related to the teaching profession and behaves accordingly. | ✔ | |||||
| 8 | Plans and implements the learning-teaching process effectively and evaluates it with appropriate measurement tools, taking into account the basic concepts, principles and characteristics of curricula. | ✔ | |||||
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods and instructional technologies in effective learning-teaching process design. | ✔ | |||||
| 10 | Follows the innovation, development and 21st century skills in the field of teaching profession and reflects these developments and skills to research and applications based on scientific principles. | ✔ | |||||
| 11 | Have the ability to use Turkish properly and effectively in accordance with the rules and to communicate well with students. | ✔ | |||||
| 12 | Demonstrates teaching attitudes and behaviors in accordance with Atatürk's Principles and Revolutions, democracy, human rights, and awareness of Turkish national, moral, moral and cultural values. | ✔ | |||||
| 13 | Knows at least one foreign language at a level to be able to follow the information in the field and communicate with colleagues. | ✔ | |||||
| 14 | Awares of the importance for the teaching profession of willingly and actively participating in the cultural, social, environmental, artistic and sports activities required to be an effective global citizen. | ✔ | |||||
| 15 | With a sense of social responsibility, it plans and implements projects and activities that aim to support the development of society by being sensitive to local and global events and developments. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 | DK7 |
|---|---|---|---|---|---|---|---|
| PY1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY4 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY5 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY6 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY7 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY8 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY9 | 2 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY10 | 5 | 5 | 5 | 1 | 1 | 1 | 5 |
| PY11 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY12 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY13 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY14 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY15 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| Ders Kitabı veya Notu | Ders Kitabı veya Ders Notu bulunmamaktadır. |
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 13 | 2 | 26 |
|
Ders Dışı |
Preparation, After Class Study | 6 | 3 | 18 |
| Research | 3 | 2 | 6 | |
| Other Activities | 1 | 3 | 3 | |
|
Sınavlar |
Midterm 1 | 1 | 10 | 10 |
| Homework 1 | 1 | 3.5 | 3.5 | |
| Final | 1 | 10 | 10 | |
| Total Workload | 76.5 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 3.0 | ||
