Pre-School Education | |||||
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.Having the ability to use the native language correctly and effectively | ||||||||||||||||
2) P2. Being aware of personal differences. | ||||||||||||||||
3) P3. Having an understanding of the personal development characteristics and development process in early childhood. | ||||||||||||||||
4) P4. Being able to read, interpret and discuss academic studies on their field. | ||||||||||||||||
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | ||||||||||||||||
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | ||||||||||||||||
7) P7. Knowing a foreign language at least on a basic level. | ||||||||||||||||
8) P8. Being able to develop a positive attitude towards lifelong learning. | ||||||||||||||||
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | ||||||||||||||||
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | ||||||||||||||||
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | ||||||||||||||||
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | ||||||||||||||||
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | ||||||||||||||||
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | ||||||||||||||||
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | ||||||||||||||||
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | ||||||||||||||||
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1.Having the ability to use the native language correctly and effectively | 2 |
2) | P2. Being aware of personal differences. | 3 |
3) | P3. Having an understanding of the personal development characteristics and development process in early childhood. | 2 |
4) | P4. Being able to read, interpret and discuss academic studies on their field. | 3 |
5) | P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | 3 |
6) | P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | 3 |
7) | P7. Knowing a foreign language at least on a basic level. | |
8) | P8. Being able to develop a positive attitude towards lifelong learning. | 3 |
9) | P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | 3 |
10) | P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | 1 |
11) | P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | 2 |
12) | P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | 2 |
13) | P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | |
14) | P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | |
15) | P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | |
16) | P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | 3 |
17) | P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. | 2 |
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 |