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| Course Description |
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| Course Name |
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Comtemporary Measurement and Evaluation Approaches in Education |
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| Course Code |
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SÖ 788 |
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| Course Type |
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Optional |
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| Level of Course |
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Second Cycle |
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| Year of Study |
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1 |
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| Course Semester |
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Fall and Spring (16 Weeks) |
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| ECTS |
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6 |
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| Name of Lecturer(s) |
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Asst.Prof.Dr. AYTEN PINAR BAL
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| Learning Outcomes of the Course |
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Comprehens the importance of measurement and evaluation in education
Learns thebasic concepts of measurement and evaluation
Learns different Evaluation Models in Mathematics Education
Learns measuring tools used in Education and its features(reliability, validity, usefulness),
Learns the tools based on traditional approaches in Education (written exams, short response examinations, the correct -wrong-type tests, multiple-choice tests, should match the tests, oral poll and homework),
Learns the tools based on contemporary approaches in Education (observation, interview, performance evaluation, student product files, research papers, research projects, peer evaluation, self-assessment, attitudes scales),
Learns a comparative study of national and international examinations (TIMSS, PISA, SBS, ÖSS…etc)
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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The general purpose of this course is to examine the Measurement and Evaluation Approaches in Mathematics Teaching Curricula in terms of historical perspective and compare the Measurement and Evaluation Approaches from Traditional to Contemporary. |
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| Course Contents |
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The importance of measurement and evaluation in education
Basic concepts of measurement and evaluation
Different Evaluation Models in Mathematics Education,
Measuring tools used in Mathematics Education and its features(reliability, validity, usefulness),
The tools based on traditional approaches in Mathematics Education (written exams, short response examinations, the correct -wrong-type tests, multiple-choice tests, should match the tests, oral poll and homework),
The tools based on contemporary approaches in Mathematics Education (observation, interview, performance evaluation, student product files, research papers, research projects, peer evaluation, self-assessment, attitudes scales),
A comparative study of national and international examinations (TIMSS, PISA, SBS, ÖSS…etc) in terms of Mathematics teaching Curricula
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| Language of Instruction |
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Turkish |
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| Work Place |
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M. A. Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Measurement and evaluation in education |
Reading suggested sources about the related topic. |
Discussion, question and answer techniques |
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2 |
The importance of measurement and assessment in education |
Reading suggested sources about the related topic. |
Discussion, question and answer techniques |
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3 |
Basic concepts of measurement and evaluation |
Reviewing of the literature and studying on 2 articles about the related topic. |
Discussion, question and answer techniques |
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4 |
Desired properties in measuring tools(reliability) |
Reading suggested sources about the related topic. |
Discussion, question and answer techniques |
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5 |
Desired properties in measuring tools ( validity, usefulness) |
Reviewing of the literature and studying on 2 articles about the related topic. |
Discussion, question and answer techniques |
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6 |
Measuring tools used in education (reliability, validity, usefulness), |
Reading suggested sources about the related topic. |
Discussion, question and answer techniques |
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7 |
The tools based on traditional approaches(written exams, short response examination) |
Reviewing of the literature and studying on 2 articles about the related topic. |
Discussion, question and answer techniques |
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8 |
Mid term exam |
Reading suggested sources about the related topics. |
Written exam |
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9 |
The tools based on traditional approaches (the correct -wrong-type tests, multiple-choice tests) |
Reading suggested sources about the related topic. |
Discussion, question and answer techniques |
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10 |
The tools based on traditional approaches(matching, oral poll and homework) |
Reviewing of the literature and studying on 2 articles about the related topic. |
Discussion, question and answer techniques |
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11 |
The tools based on learning about students in details (observation, interview, performance evaluation) |
Reading suggested sources about the related topic. |
Discussion, question and answer techniques |
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12 |
The tools based on learning about students in details ( student product files, research papers) |
Reviewing of the literature and studying on 2 articles about the related topic. |
Discussion, question and answer techniques |
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13 |
The tools based on learning about students in details(projects, peer evaluation, self-assessment, attitudes scales) |
Reviewing of the literature and studying on 2 articles about the related topic. |
Discussion, question and answer techniques |
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14 |
Basic statistics about evaluation results |
Reading suggested sources about the related topic. |
Discussion, question and answer techniques |
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15 |
Assessment of learning outcomes,marking measuring tool development |
Reading suggested sources about the related topic. |
Discussion, question and answer techniques |
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16/17 |
Final exam |
Reading suggested sources about the related topics. |
Written exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Oliva, P. F. (2005). Developing The Curriculum (6. Edition), Newyork: Pearson Education
Burke, K. (1999). How to Authentics Learning (3rd Ed). Arlington Heights, İllinois: Skyligth Professional Development Ons Elawer, Corna
Krulick, S. , Rudnick, J. ve Milou, E. (2003). Teaching Mathematics in the Middle School, Newyork: Pearson Education
Sheffield, L. J. ve Cruikshank, D. E. (2000). Teaching and Learning Elementary and Middle School Mathematics. New York: John Wiley and Sons
Hlebowitsh, P. S. (2005). Desinging The School Curriculum. USA: Pearson Education
Thompson, T. (2003). Enhancing Primary Mathematics Teaching. Maidenhead: Open University Press.
Mcmillian, (2004). Classroom Assessment Principles and Practice for Effective Instruction, Boston: Pearson Education
Krulick, S. , Rudnick, J. ve Milou, E. (2003). Teaching Mathematics in the Middle School, Newyork: Pearson Education
Atkin, J. M., Black, P., Coffey, J. (2001). Classroom Assessment and the National Science Education Standards, Washington, DC: National Academies Press.
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| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
60 |
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Homeworks/Projects/Others |
2 |
40 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Defines scientific research and analysis methods which are used in social sciences. |
3 |
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2 |
Refers to the 1st- 4th grades primary education class schedules and basic principles. |
5 |
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3 |
Explains the theories of development and learning within the scope of primary education at 1st- 4th grades. |
4 |
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4 |
Clarifies teaching strategies, methods and techniques based upon the qualifications of graduation. |
3 |
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5 |
Explains the interaction among the disciplines related to the field. |
0 |
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6 |
Describes the teaching principles of the subject areas (Social Studies, Turkish, Science, Mathematics, etc.) of primary education at the 1st - 4th grades at a professional level. |
5 |
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7 |
Utilizes the combined information about class teaching and different areas. |
3 |
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8 |
Explains theoretical and practical knowledge of the field at a professional level. |
0 |
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9 |
Has a critical approach to the national and internatinal applications concerning the primary education. |
0 |
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10 |
Plans and executes a scientific research. |
0 |
|
11 |
Conducts teaching methods and techniques by taking qualifications of graduation into account. |
0 |
|
12 |
Performs the study required for expertise in their field independently. |
0 |
|
13 |
Has the quality of leadership in situations related to problem solving in their field or organises teamwork. |
0 |
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14 |
Questions the scientific and social issues in a critical way, and welcomes new perspectives. |
0 |
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15 |
Conducts the studies in the field within the framework of lifelong learning. |
0 |
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16 |
Follows social and technological developments. |
0 |
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17 |
Conducts a scientific study in the field of primary education, and supporting with both qualitative and quantitative data submits the study to the experts and non-experts using written, oral and visual presentation techniques. |
0 |
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18 |
Utilises information and communication technologies effectively. |
4 |
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19 |
Speaks one of the languages in the European language portfolio fluent enough to understand knowledge related to the field and maintain oral and written communication. |
4 |
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20 |
Respects the social, scientific, cultural and ethical values while conducting a research and a project related to the field or interpreting a study. |
4 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
4 |
56 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
10 |
20 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
13 |
13 |
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Final Exam |
1 |
15 |
15 |
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Total Workload: | 146 |
| Total Workload / 25 (h): | 5.84 |
| ECTS Credit: | 6 |
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