ECONOMICS | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
EDT5007 | Product and Process Evaluation in Educational Technology | Fall | 3 | 0 | 3 | 8 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Non-Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Prof. Dr. TUFAN ADIGÜZEL |
Recommended Optional Program Components: | None |
Course Objectives: | This course aims at examining processes about education and instruction, how to evaluate the products after these processes; fundamentals of products and process evaluation; planning of product and process evaluation; choosing and applying the evaluation techniques and describing the results. Students gain practical experience through a series of exercises involving the design of a conceptual framework, and development of an evaluation plan to measure impact. |
The students who have succeeded in this course; By the end of this course, students will be able to: 1. Explain the major concepts in process and product evaluation 2. Describe evaluation’s purpose, uses and conceptual distinctions 3. Perform skills required in conducting process and product evaluation 4. Describe and distinguish the various approaches to evaluation (e.g. formative evaluation and summative evaluation, developmental evaluation, objectives-oriented evaluation, management-oriented evaluation, consumer-oriented evaluation, and participant-oriented evaluation) 5. Use practical guidelines for conducting evaluations 6. Develop an evaluation proposal for an instructional product in an educational or other organizational setting |
Evaluating the processes in education and instruction, how to evaluate the products after these processes; fundamentals of products and process evaluation; planning of product and process evaluation; choosing and applying the evaluation techniques and describing the results |
Week | Subject | Related Preparation |
1) | Introduction to the Course and Overview | |
2) | An Overview of Evaluation and Foundation of Evaluation | |
3) | Evaluation Methods and Models | |
4) | Identifying Issues and Formulating Evaluation Questions | |
5) | Describing the Problem, Target Population, and Need | |
6) | Planning the Product and Process Evaluation | |
7) | Choosing the Evaluation Methods and Techniques, Choosing Data Collection Methods | |
8) | Sampling and Instrumentation (Development and/or Selection) | |
9) | Data Analysis (Qualitative and Quantitative) | |
10) | Data Analysis (Qualitative and Quantitative) | |
11) | Interpreting the Results of the Evaluation | |
12) | Measuring Efficiency | |
13) | Project Work & Consultation | |
14) | Evaluating the Evaluation and Presentations |
Course Notes / Textbooks: | Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York, NY: McGraw Hill. Russ-Eft, D., & Preskill, H. (2009). Evaluation in organizations: A systematic approach to enhancing learning, performance, and change. New York, NY: Basic Books. Peter H. Rossi, Howard E Freeman, Mark W. Lipsey. 2003. Evaluation: A Systematic Approach. SAGE. |
References: | Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 2 | % 40 |
Project | 2 | % 50 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Project | 2 | 50 | 100 |
Homework Assignments | 2 | 25 | 50 |
Total Workload | 192 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | As a world citizen, she is aware of global economic, political, social and ecological developments and trends. | 2 |
2) | He/she is equipped to closely follow the technological progress required by global and local dynamics and to continue learning. | 2 |
3) | Absorbs basic economic principles and analysis methods and uses them to evaluate daily events. | 2 |
4) | Uses quantitative and statistical tools to identify economic problems, analyze them, and share their findings with relevant stakeholders. | 2 |
5) | Understands the decision-making stages of economic units under existing constraints and incentives, examines the interactions and possible future effects of these decisions. | 1 |
6) | Comprehends new ways of doing business using digital technologies. and new market structures. | 2 |
7) | Takes critical approach to economic and social problems and develops analytical solutions. | 1 |
8) | Has the necessary mathematical equipment to produce analytical solutions and use quantitative research methods. | 2 |
9) | In the works he/she contributes, observes individual and social welfare together and with an ethical perspective. | 2 |
10) | Deals with economic problems with an interdisciplinary approach and seeks solutions by making use of different disciplines. | 1 |
11) | Generates original and innovative ideas in the works she/he contributes as part of a team. | 2 |