SPEECH AND LANGUAGE THERAPY
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	Fall	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 use theoretic and methodological approach, evidence-based principles and scientific literature in Speech and Language Therapy field systematically for practice.
2)	To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection.
3)	To use information and health technologies in practice and research in the field of Speech and Language Therapy.
4)	To communicate effectively with advisee, colleagues for effective professional relationships.
5)	To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level.
6)	To use life-long learning, problem-solving and critical thinking skills.
7)	To act in accordance with ethical principles and values in professional practice.
8)	To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach.
9)	To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively.
10)	To take responsibility and participate in the processes actively for training of other therapist, education of health professionals and individuals about speech and languege therapy.
11)	To carry out speech and languge therapy practices considering cultural differences and different health needs of different groups in the community.