| EDUCATIONAL DESIGN AND EVALUATION (TURKISH, THESIS) | |||||
| 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 | Spring | 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) | Can develop effective teaching processes by using design principles in learning and teaching | 3 |
| 2) | Can create innovative educational environments by analyzing theories and models related to learning systems design. | 2 |
| 3) | Can develop valid and reliable measurement tools by grounding assessment and evaluation processes in education on scientific principles. | 5 |
| 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. | 5 |
| 7) | Can analyze computer-based exam systems to develop technology-based assessment processes. | 5 |
| 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. | 5 |
| 10) | Can gain a critical perspective on national and international educational measurement and evaluation by examining current developments. | 3 |
| 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. | 1 |
| 14) | Can develop inclusive assessment and evaluation applications by adhering to ethical and fair evaluation principles in education. | 5 |
| 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. |