Psychologıcal Guidance and Counseling | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | EGT 232 | ||||||||
Course Name: | Testing and Evaluation | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Prof. Dr. AYTAÇ GÖĞÜŞ | ||||||||
Course Lecturer(s): |
Prof. Dr. AYTAÇ GÖĞÜŞ |
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Course Assistants: |
Course Objectives: | Methods related to measurement and evaluation in education to prospective teacher students, to gain knowledge and experience about tools and approaches. |
Course Content: | The place and importance of measurement and evaluation in the education system, basic concepts of measurement, criterion, unit, evaluation concepts, types of evaluation according to their purposes, types of measurement according to the measured feature, the concept of error in measurement, error types and error sources, measurement tools used in education, traditional and innovative approaches, Classification of behaviors, measurement of cognitive, affective and psychomotor skills and difficulties encountered, qualities that should be present in the measurement tool, types and calculation of validity and reliability, test statistics, central dispersion measures, item analysis and correlation concepts and their applications. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Role and Importance of Measurement and Evaluation | Reading: Atılgan, Chapter 1; Güler, Chapter 1; Tan (2013, s.1-37) |
2) | Basic Concepts of Measurement and Evaluation, Error in Measurement, Error Types, Error Sources. | Reading: Atılgan, Chapter 1; Güler, Chapter 1; Tan (2013, p.39-72) |
3) | Qualifications that must be present in measurement tools. | Reading: Atılgan, Chapter 2.1, Güler, Chapter 2; Tan (2013, p.131-219) |
4) | Correlation. Measurement Tool Preparation Process, Goal Analysis, Indication Table, Classification of Behaviors. | Reading: Atılgan, Chapter 3, 4; Tan (2013, s.269-297); Turgut ve Baykul (2011, s.81-101) Assignment: Prepare a content table for the course you have chosen from your field |
5) | Classification of Behaviors, Measurement Tools Used in Education – Traditional and Innovative Approaches | Atılgan, Chapter 3, 4; Tan (2013, p.269-297); Turgut and Baykul (2011, p.81-101) Articles (Olearn) Homework: Questions about the article in Exercise 4 will be answered. |
6) | Assessment Tools Used in Education (Written Exams, Oral Exams, Short Answer Tests, D-Y Tests, Pairing Tests, Multiple Choice Tests) | Reading: Atılgan, Chapter 5-9; Güler, Chapter 5; Tan (2013, s.348-362), Turgut ve Baykul (2011, s.185-213 ve s.285-316) Assignment: Prepare questions for the different item types of the course you have chosen. |
7) | Measurement Tools Used in Education (Complementary/Alternative Measurement Tools and Methods) (Performance Evaluation, Project, Performance, Portfolio, Structured Grid) | Atılgan,Chapters 5-9; Guler, Chapter 5; Tan (2013, pp.300-369, Turgut and Baykul (2011, pp.185-213 and pp.285-316) Articles (Olearn) Homework: End-of-chapter tests |
8) | Mid-term exam. | |
9) | (Midterm exam questions solution, paper check) Homework, Projects, Evaluation and Grading | Atılgan, Chapter 10, 13; Guler, Chapter 5. Homework: End-of-chapter tests |
10) | Test Development Process - Item and Test Statistics | Chapter 11, Güler, Chapter 6, 7. Assignment: Exercise 1 and tests |
11) | Test Development Process - Item and Test Statistics | Atılgan, Chapter 11, Güler, Chapter 6, 7. |
12) | Test Development Process - Item analysis | Chapter 11, Güler, Chapter 6, 7. Assignment: Exercise 2 and tests |
13) | Correlation and review of basic concepts. | Güler, Chapter 3, Tan (2013, pp.371-452) Homework: Answer check of all exercises and tests Exercise 5 - During the lesson |
14) | Review and Test Solving, Quiz. | Reading: Atılgan, Chapter 13 ve 14; Güler, Chapter 3, 6, 7, 8; Tan (2013, s.371-452) |
15) |
Course Notes / Textbooks: | Eğitimde Ölçme ve Değerlendirme Nükhet Demirtaşlı, Edge Akademi Egitimde Olcme ve Degerlendirme Nese Guler, 2012 Pegem | 1. Baski ISBN: 6053641247 Egitimde Olcme ve Degerlendirme Hakan Atılgan |
References: | Eğitimde Ölçme ve Değerlendirme, Neşe Güler, 2012 Pegem | 1. Baski ISBN: 6053641247 Eğitimde Ölçme ve Değerlendirme, Hakan Atılgan, Adnan Kaan, Nuri Doğan Eğitimde Ölçme ve Değerlendirme, Fuat Turgut & Yaşar Baykul Öğretimde Ölçme ve Değerlendirme KPSS El Kitabı, Şeref Tan, 2015, Pegem. Ders hocasının paylaştığı makaleler, OLEARN. |
Learning Outcomes | 1 |
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Program Outcomes | |||||||||||
1) P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. | |||||||||||
2) P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) | |||||||||||
3) P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). | |||||||||||
4) P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. | |||||||||||
5) P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. | |||||||||||
6) P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. | |||||||||||
7) P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. | |||||||||||
8) P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. | |||||||||||
9) P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. | |||||||||||
10) P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. | |||||||||||
11) P11. Being able to understand the individuals by using techniques of individual recognition. | |||||||||||
12) P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. | 3 |
2) | P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) | |
3) | P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). | 2 |
4) | P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. | |
5) | P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. | 2 |
6) | P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. | |
7) | P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. | 3 |
8) | P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. | 3 |
9) | P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. | 2 |
10) | P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. | 3 |
11) | P11. Being able to understand the individuals by using techniques of individual recognition. | 3 |
12) | P12. Being capable of developing and evaluating psychological guidance and counseling programmes. | 4 |
Individual study and homework | |
Reading | |
Homework |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework |
Semester Requirements | Number of Activities | Level of Contribution |
Quizzes | 1 | % 15 |
Homework Assignments | 5 | % 15 |
Midterms | 1 | % 30 |
Final | 1 | % 40 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 60 | |
PERCENTAGE OF FINAL WORK | % 40 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 15 | 3 | 45 |
Homework Assignments | 5 | 3 | 15 |
Quizzes | 1 | 10 | 10 |
Midterms | 1 | 10 | 10 |
Final | 1 | 10 | 10 |
Total Workload | 132 |