CHILD DEVELOPMENT (TURKISH)
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
EDT5007 Product and Process Evaluation in Educational Technology Spring 3 0 3 8
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

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.

Learning Outcomes

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

Course Content

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

Weekly Detailed Course Contents

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

Sources

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.

Evaluation System

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

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Project 2 50 100
Homework Assignments 2 25 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) To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. 4
2) To display actions in professional practice based on ethical principles and values. 5
3) To adopt the principle of lifelong learning, using efficient ways for accessing information. 5
4) To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. 5
5) To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, 5
6) To be able to use effective communication methods in counseling and child and family-based guidance. 3
7) To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. 5
8) To use the education and communication materials according to the child development stage, and to create proper educational environment. 5
9) To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. 5
10) To use health information technologies for research in the field of child development. 5
11) To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. 5
12) To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. 5