EDUCATIONAL DESIGN AND EVALUATION (TURKISH, NONTHESIS)
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
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.

Basic information

Language of instruction: Turkish
Type of course: Departmental Elective
Course Level:
Mode of Delivery: Face to face
Course Coordinator : Dr. Öğr. Üyesi 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)

Learning 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.


Course Content

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.

Weekly Detailed Course Contents

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 -

Sources

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.

Evaluation System

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

ECTS / Workload Table

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

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution