APPLIED MATHEMATICS (TURKISH, THESIS)
Master TR-NQF-HE: Level 7 QF-EHEA: Second Cycle EQF-LLL: Level 7

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
MAT5031 Assessment in Mathematics Education Fall 3 0 3 12
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction: Turkish
Type of course: Departmental Elective
Course Level:
Mode of Delivery: Face to face
Course Coordinator : Prof. Dr. TUFAN ADIGÜZEL
Recommended Optional Program Components: None
Course Objectives: This course discusses a broad range of issues related to assessment in mathematics education at all levels, including national, and international assessments in mathematics. In addition, issues related to rubrics and alternative assessments as they particularly relate to mathematics are discussed from curricular and research perspectives.

Learning Outcomes

The students who have succeeded in this course;
Upon completion of this course, students will demonstrate the following:
1. Knowledge of assessment issues related to the mathematics classroom, including the use of rubrics and alternative forms of assessment.
2. The ability to use the standards of the profession in scholarly writing in mathematics education.
3. Knowledge of major national and international assessments related to mathematics.
4. Knowledge of assessment issues in mathematics in technology-rich environments.
5. Knowledge of issues related to assessing mathematics teachers and their knowledge of mathematics for teaching.
6. Knowledge of issues related to assessing the effectiveness of curricular materials.

Course Content

Alternative forms of assessment in the mathematics classroom, National assessments in mathematics, International assessments in mathematics

Weekly Detailed Course Contents

Week Subject Related Preparation
1) General issues in assessment, national recommendations regarding assessment in mathematics
2) Assessment at the classroom level, the nature of classroom tests
3) Rubrics and their uses, implications for instruction
4) Alternative forms of assessment in the mathematics classroom
5) Alternative forms of assessment in the mathematics classroom
6) National assessments in mathematics
7) National assessments in mathematics
8) National assessment projects
9) International assessments in mathematics (SIMS, TIMSS, and PISA)
10) International assessments in mathematics and instructional implications
11) Assessment issues in technology-rich environments
12) Assessment of mathematics teachers and their knowledge of mathematics for teaching
13) Assessing the effectiveness of curricular materials
14) Presentations

Sources

Course Notes / Textbooks: National Council of Teachers of Mathematics (1995). Assessment standards for school mathematics. Reston, VA: Author.

Lambdin, D. V., Kehle, Paul E., & Preston, R. V. (Eds.) (1996). Emphasis on assessment: Readings from NCTM’s school-based journals. Reston, VA: National Council of Teachers of Mathematics.

Clarke, D. (1997). Constructive assessment in mathematics: Practical steps for classroom teachers. Berkeley, CA: Key Curriculum Press.

Bright, G. W., & Joyner, J. M (Eds.). (1998). Classroom assessment in mathematics: Views from a National Science Foundation working conference. Lanham, MD: University Press of America.

Silver, E. A., & Kenney, P. A. (Eds.) (2000). Results from the seventh mathematics assessment of the national assessment of educational progress. Reston, VA: National Council of Teachers of Mathematics.

Wilcox, S. K., & Lanier, P. E. (Eds.) (2001). Using assessment to reshape mathematics teaching. Mahwah, NJ: Lawrence Erlbaum.
References:

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 1 % 10
Homework Assignments 2 % 40
Presentation 1 % 20
Final 1 % 30
Total % 100
PERCENTAGE OF SEMESTER WORK % 70
PERCENTAGE OF FINAL WORK % 30
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Homework Assignments 2 50 100
Final 1 50 50
Total Workload 192

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) Ability to assimilate mathematic related concepts and associate these concepts with each other. 2
2) Ability to gain qualifications based on basic mathematical skills, problem solving, reasoning, association and generalization. 3
3) Be able to organize events, for the development of critical and creative thinking and problem solving skills, by using appropriate methods and techniques. 3
4) Ability to make individual and team work on issues related to working and social life.
5) Ability to transfer ideas and suggestions, related to topics about his/her field of interest, written and verball. 3
6) Ability to use mathematical knowledge in technology.
7) To apply mathematical principles to real world problems. 4
8) Ability to use the approaches and knowledge of other disciplines in Mathematics. 2
9) Be able to set up and develope a solution method for a problem in mathematics independently, be able to solve and evaluate the results and to apply them if necessary. 3
10) To be able to link abstract thought that one has to concrete events and to transfer the solutions and examine and interpret the results scientifically by forming experiments and collecting data.
11) To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively. 3
12) To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself,