EDUCATIONAL DESIGN AND EVALUATION (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
ECE5117	Comparative Preschool Education	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:	Turkish
Type of course:	Departmental Elective
Course Level:
Mode of Delivery:	Face to face
Course Coordinator :	Assoc. Prof. SEDA SARAÇ
Course Lecturer(s):	Assoc. Prof. SEDA SARAÇ
Course Objectives:	Within the scope of this course, international exams that evaluate and compare the education systems of different countries and their results will be examined. Additionally, the education systems of both successful and unsuccessful countries in these exams will be analyzed, both in general and specifically in terms of early childhood education, to discuss the reasons for their success or failure.

Learning Outcomes

The students who have succeeded in this course;
By the end of this course, learners are expected to:
-Discuss the differences and similarities between the general education systems and early childhood education systems of countries that perform well and poorly in PISA exams,
-Draw conclusions about the factors that determine the success of education systems,
-Debate the steps that should be taken for Turkey to improve its performance in international exams.

Course Content

This course contributes to students' development of a global educational perspective by enabling them to examine early childhood education systems in different countries. Furthermore, it provides an opportunity to understand how early childhood education policies are shaped at the international level and to analyze reform movements in various countries, helping students grasp the development of education policies.

Instructional Methods: Lecture, Individual Study, Group Work, Discussion

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Course syllabus and assignments
2)	Comparison of MEB 2013 and MEB 2024 Preschool Education Programs
3)	PISA Research	Amanda Ripley, The Smartest Kids in the World (Part 1, Chapter 1)
4)	PISA Research
5)	Myths About Education Systems	Andreas Schleicher, World Class (Chapter 2 & 3)
6)	Educational Reforms in Line with PISA	Andreas Schleicher, World Class (Chapter 5)
7)	PISA doğrultusunda eğitim reformları
8)	Poland, Finland, and South Korea	Book and video analyses
9)	Teacher Training	TALIS 2018, Finnish Lessons (Chapter 3)
10)	Country Presentations
11)	Country Presentations
12)	Country Presentations
13)	Country Presentations
14)	General Review

Sources

Course Notes / Textbooks:

Ripley, A. (2019). Dünyanın en zeki çocukları nasıl başardılar?. Tübitak Yayınları

Schleicher, A. (2018). Dünya okulu: 21. yüzyılın okul sistemi nasıl kurgulanmalıdır?. BAU Yayınları (Itslearning’e pdf olarak yüklenmiştir.)

Sahlberg, P. (2019). Finlandiya Eğitim Devrimi: Dünya Finlandiya’daki Eğitimden Neler Öğrenebilir? Sola Unitas Yayınları (herhangi bir yayınevi olabilir)

Gülay Ogelman, H. ve Saraç, S. (2022). Erken Çocukluk Eğitimi Politikaları. Eğiten Kitap

References:

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	8	% 40
Presentation	1	% 20
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Study Hours Out of Class	8	10	80
Homework Assignments	8	10	80
Final	1	3	3
Total Workload			205

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)	Can develop effective teaching processes by using design principles in learning and teaching
2)	Can create innovative educational environments by analyzing theories and models related to learning systems design.
3)	Can develop valid and reliable measurement tools by grounding assessment and evaluation processes in education on scientific principles.
4)	Can generate evidence-based solutions by conducting design and action research to support educational change.
5)	Can evaluate new approaches and integrate them into practice by following current educational design research.
6)	Can analyze assessment and evaluation methods in education to select and apply appropriate models.
7)	Can analyze computer-based exam systems to develop technology-based assessment processes.
8)	Can conduct comprehensive analyses by using multivariate research methods in educational evaluations.
9)	Can develop and implement appropriate measurement tools to assess cognitive, affective, and psychomotor skills.
10)	Can gain a critical perspective on national and international educational measurement and evaluation by examining current developments.
11)	Can manage instructional design and learning design processes to enhance the effectiveness of educational programs.
12)	Can improve assessment and evaluation processes by utilizing data analytics and research techniques in education.
13)	Can develop unique solutions for educational policies and learning systems by employing interdisciplinary approaches.
14)	Can develop inclusive assessment and evaluation applications by adhering to ethical and fair evaluation principles in education.
15)	Can conduct an original thesis study in the field of educational design and evaluation by using scientific research methods.
16)	Can contribute to the field of education by sharing research findings on academic and professional platforms.