| EDUCATIONAL TECHNOLOGY (TURKISH, NONTHESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDE5122 | Assessment in 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. |
| Language of instruction: | Turkish |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. KADİR KOZAN |
| Course Objectives: | The aim of this course is to develop the basic knowledge and skills of the participants regarding the concepts of evaluation in education. It is aimed to provide the participants with the competence to effectively manage the evaluation processes in education. It is aimed that the participants gain knowledge of: evaluation of student achievement, evaluation of educational goals and content, traditional and alternative evaluation approaches, evaluation standards in education and evaluation models. |
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The students who have succeeded in this course; Upon successful completion of this course, you will be able to:: 1. Comprehend the concepts of evaluation in education. 2. Evaluate input, process output and student success in education. 3. Comprehend the processes of evaluation of target behaviors in education. 4. Evaluate the effectiveness of curriculum contents and teaching processes in education. 5. Evaluate measurement and evaluation methods in education. 6. Analyze traditional and alternative evaluation methods in education. 7. Comprehend the importance of evaluation standards in education. 8. Analyze the quantitative and qualitative evaluation methods in education. 9. Examine evaluation models in education. 10. Follow current issues and developments in evaluation in education. |
| Educational Evaluation |
| Week | Subject | Related Preparation |
| 1) | Introduction, Aim of the Course, Content and Presentation of Resources | |
| 2) | Evaluation concepts in education | |
| 3) | Evaluation of Input Process Output and Student Success in Education | |
| 4) | Evaluation of behavioral objectives in education | |
| 5) | Evaluation of the effectiveness of curriculum contents and teaching processes in education | |
| 6) | Evaluation of measurement and evaluation methods in education | |
| 7) | Article Review | |
| 8) | Traditional Evaluation Methods in Education | |
| 9) | Alternative Evaluation Methods in Education | |
| 10) | Evaluation standards in education | |
| 11) | Evaluation models in education | |
| 12) | Qualitative evaluation methods in education | |
| 13) | Quantitative evaluation methods in education | |
| 14) | Current issues in educational evaluation |
| Course Notes / Textbooks: | Fitzpatrick, Jody L., James R. Sanders, Blaine R. Worthen (2012).Program Evaluation Alternative Approaches and Practical Guidelines. 4 ed. Pearson Note: Readings and articles about the course weeks will be given by the lecturer on a weekly basis. |
| References: | Sönmez, V. & Alacapınar, F. G. (2015). Örnekleriyle Program Değerlendirme. Ankara: Anı Yayıncılık. Tekindal, S. (2019). Okullarda Ölçme değerlendirme Yöntemleri. Ankara: Pegem Akademi. Uşun, S. (2000). Eğitimde Program Değerlendirme. Ankara: Anı Yayıncılık Not: Ders haftaları ile ilgili okuma ve makaleler dersin öğretim üyesi tarafından haftalık olarak verilecektir. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 20 |
| Project | 1 | % 40 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 20 | |
| PERCENTAGE OF FINAL WORK | % 80 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 2 | 40 | 80 |
| Project | 1 | 40 | 40 |
| Final | 1 | 40 | 40 |
| Total Workload | 202 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. | 4 |
| 2) | To be able to comprehend the interdisciplinary interaction with which the field is related. | 2 |
| 3) | To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. | 2 |
| 4) | To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. | 2 |
| 5) | To be able to solve the problems encountered in the field by using research methods. | 2 |
| 6) | To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. | 2 |
| 7) | To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. | 2 |
| 8) | To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. | 2 |
| 9) | To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. | 2 |
| 10) | To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. | 2 |
| 11) | To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. | 2 |
| 12) | Being able to independently carry out a work that requires expertise in the field. | 3 |
| 13) | To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. | 2 |
| 14) | Being able to lead in environments that require the resolution of problems related to the field. | 2 |