| 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 |
| EDE5131 | Measurement of Convergent and Divergent Skills | 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. NİHAL YURTSEVEN |
| Course Lecturer(s): |
Prof. Dr. ALİ BAYKAL |
| Recommended Optional Program Components: | - |
| Course Objectives: | To review the operational definitions of major convergent and divergent comptencies relevant to educational programs; to design exemplary instruments to measure variety of human traits (eg. Achievement, aptitude and attitudes; testing for cognitive achievement, intelligence, creativity, interest and affective outcomes) |
|
The students who have succeeded in this course; After the completion of this course students should be able to: 1. identify the sub-dimensions of compound human traits 2. tell about the trendy topics instructional design and testing all around the world 3. summarize the recent paradigms set forth by the prominent authors in the field of educational assessment 4. analyze the trendy constructs being measured in the academic circles. 5. recite the advantages and disadvantages of new means and methods used in educational assessment 6. analyze the design, implementation and the outcomes of new applications in testing. 7. propose a practical example of a novel adaptation of a new approach. 8. compare the recent trends and the conventional practices in terms of validity. 9. estimate the backwash-effects of new constructs and the methods under the present circumstances. 10. propose a nd methods of reliability with respect to internal and external criteria… 11. design a new test to assess a given construct with the items of which the parameters and contents are known. 12. elect and sequence items appropriate for a new instruments to be designed. 13. propose the optimum configuration of validity, reliability and practicality for a given set of conditions. |
| Types of assessment: formative and summative assessment; different approaches to assessment in education: position-relative and criterion-relative evaluation; determining the most appropriate assessment approach; the steps that should be followed in the evaluation of the education. |
| Week | Subject | Related Preparation |
| 1) | Measurement: Definition and levels; The nature of zero point and units; error of isomorphism; assessment and evaluation. | - |
| 2) | Compelling forces and purposes of educational evaluation: Selection; sorting: assessment; benchmarking; guidance; certification; accreditation. | - |
| 3) | Cognitive constructs and aptitudes (Achievement, Ability, Creativity). | - |
| 4) | Affective constructs (Attitudes, perceptions; interests; motivation) | - |
| 5) | Crosstabulation of given stimuli vs. response stimuli: Viisual, auditory, olfactory, tactile, tastes Paper and pencil tests; oral exams;e-assessment | - |
| 6) | Convergent response item formats: Supply and choice type of items (Open ended; short answer, T/F; multiple choice) | - |
| 7) | Divergent item formats: Open ended; short answer; forced choice; Likert, semantic differential; Q-sort) | - |
| 8) | Visa | - |
| 9) | Types of error in educational assessment; types and methods of of reliability. | - |
| 10) | Classical test test theory; Item response theory; Rasch Model and Item parameters | - |
| 11) | Types and methods of validity (Construct; content; predictive; face; Concurrent etc.) | - |
| 12) | Interrelationships between types of validity and of reliability | - |
| 14) | Fundamental descriptive statistics and correlational techniques | - |
| 15) | Meta-analysis and overview of the whole semester; cues, correctives and prompts | - |
| 16) | Final | - |
| Course Notes / Textbooks: | Anderson, L.W., and Krathwohl, D.R. (2001). A Taxonomy of Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. Baykal, A. (2008). Eğitimde Ölçme ve Aranan Nitelikler. Erdoğan, İ. (Ed). Ortaöğretim Sisteminde Arayışlar. Özel Okullar Derneği; ss. 93-136. |
| References: | Hogan, T. P. (2007). Educational assessment: A practical introduction. Hoboken, NJ: John Wiley & Sons, Inc. Cronbach, L J. (1970). Essentials of psychological testing. Third Edition. New York: Harper and Row. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 5 | % 15 |
| Presentation | 1 | % 15 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 5 | 70 |
| Presentations / Seminar | 2 | 3 | 6 |
| Homework Assignments | 5 | 6 | 30 |
| Midterms | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 150 | ||
| 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. |