Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|
MEASUREMENT and EVALUATION in EDUCATION | İM3276130 | Spring Semester | 2+0 | 2 | 3 |
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) | Assist.Prof. Esra YEMENLİ |
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 | A, C |
Express the basic concepts of measurement and evaluation, | 12, 13, 16, 9 | A, C |
It expresses the characteristics of measurement tools used in education | 12, 13, 16, 19 | A, C, E |
Explains psychometric properties (reliability, validity, usefulness) to be found in a good measurement tool. | 10, 12, 13, 16, 9 | A, C |
It performs statistical analyses on the measurements used. | 10, 12, 13, 16 | A, C |
Determines the appropriate methods for evaluation and measurement. | 16, 9 | A, C |
It compares measurement tools used in education based on their features. | 10, 12, 13, 16, 9 | A, C |
It compares types of assessments based on their characteristics. | 12, 13, 16, 9 | A, C |
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, C: Multiple-Choice 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching.
It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching.
It compares the theories in its field and lists the strengths and weaknesses of each theory verbally.
| | | | X | |
2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | | X | | | |
3 | A problem he faces professionally, he analyzes and solves it based on scientific methods.
He solves a problem he faces professionally on his own.
It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not.
| | | X | | |
4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | | | | X | |
5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary.
When he encounters a problem, he formulates it in writing or verbally.
He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment.
He speaks at least B1 level English to monitor international professional developments. | | X | | | |
6 | He knows the basic concepts of his profession.
Applies basic skills related to his profession.
It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles.
In a professional subject, it conducts research by choosing the appropriate research method.
| | | | 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 | İM3276130 | Spring Semester | 2+0 | 2 | 3 |
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) | Assist.Prof. Esra YEMENLİ |
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 | A, C |
Express the basic concepts of measurement and evaluation, | 12, 13, 16, 9 | A, C |
It expresses the characteristics of measurement tools used in education | 12, 13, 16, 19 | A, C, E |
Explains psychometric properties (reliability, validity, usefulness) to be found in a good measurement tool. | 10, 12, 13, 16, 9 | A, C |
It performs statistical analyses on the measurements used. | 10, 12, 13, 16 | A, C |
Determines the appropriate methods for evaluation and measurement. | 16, 9 | A, C |
It compares measurement tools used in education based on their features. | 10, 12, 13, 16, 9 | A, C |
It compares types of assessments based on their characteristics. | 12, 13, 16, 9 | A, C |
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, C: Multiple-Choice 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching.
It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching.
It compares the theories in its field and lists the strengths and weaknesses of each theory verbally.
| | | | X | |
2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | | X | | | |
3 | A problem he faces professionally, he analyzes and solves it based on scientific methods.
He solves a problem he faces professionally on his own.
It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not.
| | | X | | |
4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | | | | X | |
5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary.
When he encounters a problem, he formulates it in writing or verbally.
He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment.
He speaks at least B1 level English to monitor international professional developments. | | X | | | |
6 | He knows the basic concepts of his profession.
Applies basic skills related to his profession.
It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles.
In a professional subject, it conducts research by choosing the appropriate research method.
| | | | X | |
Assessment Methods
Contribution Level | Absolute Evaluation |
Rate of Midterm Exam to Success | | 40 |
Rate of Final Exam to Success | | 60 |
Total | | 100 |
Numerical Data
Ekleme Tarihi: 04/10/2023 - 14:59Son Güncelleme Tarihi: 04/10/2023 - 14:59
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