| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS3001 | Measurement and Evaluation | Spring | 3 | 0 | 3 | 4 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. GURSU ASIK |
| Course Lecturer(s): |
Prof. Dr. ALİ BAYKAL Assist. Prof. BURÇAK ÇAĞLA GARİPAĞAOĞLU Instructor MÜRÜVVET ÇOLAKOĞLU Assist. Prof. GURSU ASIK |
| Recommended Optional Program Components: | NONE |
| Course Objectives: | This course provides an introduction to basics of psychological and educational measurement. It equips students with the knowledge and skills necessary to understand psychometric issues. It also furnishes students with the concepts and principles of educational measurement. In addition, it relates theory to various aspects of the practice of testing in school settings, including types of tests, classroom test development, item writing, test administration, interpreting test results, and evaluating tests. Advanced concepts and statistical applications around measurement are also briefly mentioned in this course. |
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The students who have succeeded in this course; - being familiar with the terminology of psychometrics, - understanding of core concepts, principles relevant to quality standards in educational measurement, - understanding of how tests in education are to be developed, - being aware of the types of educational measurement and instruments and their use in various fields for different purposes, - developing skills in preparing tests and exams to use in school/class, - developing skills to analyze items on a test/exam in terms of their psychometric qualities, - understanding of how tests are to be scored are interpreted, - being able to identify available measurement instruments for a given variable and gather information about these instruments, - developing a sense of justice and care in the measurement and evaluation of students. |
| Definitions of measurement, evaluation, and assessment Scales of measurement Validity & reliability Representation and interpretation of test scores Writing test & questionnaire items Norm & Criterion-referenced tests Analyzing test items Test & item statistics Sources of information on measurement instruments Types of measurement & measurement instruments Item response theory & classical test theory Differentiated assessment Online assessment Teaching Methods and Techniques Used in the Course - Case Study - Technology-Enhanced Learning - Collaborative Learning - Educational Game - Lecture - Reading - Discussion - Individual Study - Problem Solving - Use of AI tools |
| Week | Subject | Related Preparation |
| 1) | Introduction: discussing course rules and syllabus | |
| 2) | Measurement and evaluation: concept, need, scope; difference and relevance Educational testing and assessment: concept, context, issues and current trends | |
| 3) | Scales of measurement: ordinal, nominal, interval, ratio | |
| 4) | The meaning of test scores, The basic mathematics of measurement | |
| 5) | The basic mathematics of measurement (cont.) Conversion of raw scores into standard scores, T-scores, C-scores, Z-scores, percentiles. Interpretation of test scores: qualitative and quantitative | |
| 6) | Characteristics of a good test Planning for different types of test Reliability – types, methods and usability | |
| 7) | Validity – types, methods and usability | |
| 8) | Midterm Exam | |
| 9) | Item analysis, item difficulty index, item discrimination index, distractor analysis | |
| 10) | Writing test & questionnaire items (Selected-response type items) Multiple-choice type test: advantages and limitations Selected response type T/F, Yes/No questions Writing test & questionnaire items (Constructed-response type items) | |
| 11) | Short answer type test: advantages and limitations Essay type test: advantages and limitations | |
| 12) | Rubric development | |
| 13) | Performance assessment and portfolio Oral assessment Use of technology in assessment | |
| 14) | Formative and summative assessment Differentiated assessment Methods of feedback for students |
| Course Notes / Textbooks: | Thorndike, R. M. & Thorndike-Christ, T. M. (2013). Measurement and Evaluation in Psychology and Education (8th Ed.). Prentice Hall. Reynolds, C. R., Livingston, R. B., Willson, V. L., & Willson, V. (2010). Measurement and assessment in education. Upper Saddle River: Pearson Education International. Kubiszyn, T., & Borich, G. (2015). Educational testing and measurement (11th ed.). John Wiley & Sons Incorporated. Miller, M. D., Linn, R. L., & Gronlund N. E. (2009). Measurement and Assessment in Teaching (10th ed.). Pearson Education, Inc., Upper Saddle River, NJ. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Quizzes | 5 | % 20 |
| Homework Assignments | 1 | % 10 |
| 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 | 2 | 28 |
| Homework Assignments | 1 | 20 | 20 |
| Quizzes | 5 | 1 | 5 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 99 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | |
| 1) | 1 Speaks English well and uses concepts related to English Language education and pedagogical formation effectively. 2 Uses knowledge of teaching programs, approaches, methods and assessment and evaluation related to foreign language education. 3 Applies the most appropriate teaching strategies, methods and techniques taking into account the developmental characteristics and individual differences of the students. 4 Develops appropriate materials related to the subject in line with the needs of the students. 5 Integrates technology in foreign language education practices. | |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 7) | 7. Design English language teaching curriculum and lesson plans. | |
| 8) | 8. Organize effective classrooms that promote English language learning. | |
| 9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | 5 |
| 10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | 4 |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | 4 |
| 15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 4 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |