| PRE-SCHOOL 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 | Fall | 3 | 0 | 3 | 4 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Lecturer(s): |
Prof. Dr. ALİ BAYKAL Dr. Öğr. Üyesi BURÇAK ÇAĞLA GARİPAĞAOĞLU Instructor MÜRÜVVET ÇOLAKOĞLU Dr. Öğr. Üyesi 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; At the end of this course, students are expected of; o being familiar with the terminology of psychometrics, o understanding of core concepts, principles relevant to quality standards in educational measurement, o understanding of how tests in education are to be developed, o being aware of the types of educational measurement and instruments and their use in various fields for different purposes, o developing skills in preparing tests and exams to use in school/class, o developing skills to analyze items on a test/exam in terms of their psychometric qualities, o understanding of how tests are to be scored are interpreted, o being able to identify available measurement instruments for a given variable and gather information about these instruments, o developing a sense of justice and care in the measurement and evaluation of students. |
| * What is meant by measurement and evaluation? * How can the level of a given measurement be determined? * What are the compelling forces for educational/psychological measurement? * What are the major cognitive, affective and psycho-motor constructs to be measured in education/psychology? * What are the operational definitions of major educational/psychological constructs? * What are the types of desirable attributes expected of aducational assessment? * What are the item formats in developing educational and psychological assessment instruments? * How can the validity, reliability and practicality of tests be ensured? * What are methods used in the assessment of validity, reliability and practicality of educational assessment instruments? * How should the data matrix be prepared? How can one compute test and item statistics? * How can one grade the students in criterion referenced and/or norm referenced evaluation? |
| Week | Subject | Related Preparation |
| 1) | What is measurement? What is evaluation? How are they interrelated? How are they differentiated? Scales of measurement: Nominal, ordinal, Interval, Ratio Zero point options: Real (absolute), arbitrary, nill Major unit options: Uniform, non-uniform, nill | There is no advance preparation expected of students at the very first week. Definitions and examples of the major concepts are expected of being collected from various resources such as libraries and internet search engines... Key words: Measurement, evaluation, scales of measurement etc. Authors: Stevens, Thorndike, Cohen |
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| 2) | Compelling forces testing and assessment in education and psychology: Reasons for various types of decisions made based on measurement | Keywords of which definitions and examples to be collected from various resources such as libraries and internet (Google scholar) Formative evaluation, feedback and remedial help, Guidance and counseling, Selection and placement Summative Evaluation: Qualification, accreditation and documentation Curriculum: Design, development and improvement, Authors: Thorndike, Gronlund, Popham, Hambletone |
| 3) | What do we measure in education and psychology? Cognitive, affective and psycho-motor constructs to be identified and assessed. | Key words to be explored: Convergent and divergent abilities Achievement, intelligence, aptitude, attitude, anxiety, Authors to refer: Bloom, Tyler, Krathwohl, Sternberg |
| 4) | Desirable attributes of measurement: Crosstabulation of practicality dimensions (Task X Cost factor) Supplmentary appendiz: Major desriptive statistics and correlation concept | Key statistical descripors: Measures of central tendency: Mean, Mode, median Measures of dispersion: Variance, Standard deviation, |
| 5) | Validity: Types and ways of assessment methods | Search for the definitions, examples and counter-examples relevant to the keywords below: * Predictive Validity (Consequential Validity) * Face Validity * Concurrent Validity Reference authors: Cronbach, Messick, Gronlund, Guilford, Thorndike |
| 6) | Validity: Types and ways of assessment methods (Continues) | Search for the definitions, examples and counter-examples relevant to the keywords below: * Predictive Validity (Consequential Validity) * Face Validity * Concurrent Validity Authors: Cronbach, Messick, Gronlund, Guilford, Thorndike, Hambletone |
| 7) | Errors in measurement and Reliability of Measurement | Searching the definitions and examples of measurement errors from library and internet resources, and classroom discussions on errors of measurement... Constant error Systematic error Random error Inclusion error Exclusion error Authors: Thorndike, Gronlund, Guilford |
| 8) | Test reliability: Types and methods of assessment | Concepts and principles to be searched from library and internet environment: Key reliability Score reliability Intra scorer (rater) reliability Inter scorer (rater) reliability Intrasubject reliability Intersubject reliability Authors: Thorndike, Guilford, Gronlund |
| 9) | Methods of Reliability | Scanning the definitions, formulas and principles for the following reliability methods: Test-Retest Test equivalent test Split halves /Spearman-Brown) Kuder-Richardson 20 and 21 Cronbach Alpha |
| 10) | How do we measure in education? | Key concepts and principles: Scale development Paper&pencil tests Supply type of items * Extended response (e.g. Essays) items * Restricted response items Short answer: Question, Association, Fill-in- the blank |
| 11) | How do we measure in education? | The structural and functional characteristics of selection type f items. * Opposite choice items (T/F, Y/N etc.) * Multiple choice items * Likert type of items * Q-sort, Forced-Choice, Semantic differential Search for poor and good examples; Discuss the potential avntages and fall-backs... Authors: Thorndike, Gronlund, Haladyna, Sternberg |
| 12) | Item Analysis | Simulate response data matrix for a multiple-choice test. Compute the following indicators: Item difficulty indexes, Item discriminating power indicators, Item variances, Spearman-Brown, K-R-20 ve K-R-21, Cronbach Alpha reliability coefficients. Demonstrate "good" and "poor" items. Authors: Thorndike-Guilford |
| 13) | Evaluation * Student evaluation * Curriculum evaluation * Test evaluation | Student evaluation Obtain total scores from different sets of data. Convert raw scores to standard scores (z and T). Assign differential weights to sub-scales (subject-matter domains, Criterion-referenced evaluation Norm-referenced evaluation Assign graded marks to value judgments students w.r. to their total scores. |
| 14) | Overall summary and rehearsal final exam. | Delivery of a general summary of the whole course on syllabus. Exchange of ideas on mutual questions between students and the instructors A rehearsal final exam consisting of items prepared by the students beforehand will be administered. General remarks about the final exam must be emphasized. |
| Course Notes / Textbooks: | Thorndike, R.M., Thorndike-Christ, T. (2010). Measurement and evaluation in psychology and education (8th ed.). Pearson. |
| References: | American Educational Research Association (1999). Standards for educational and psychological testing. Washington DC: Author. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed. – text revision). Washington DC: Author. Hambleton, R.K., Swaminathan, H., & Rogers, H.J. (1991). Fundamentals of item response theory. London: Sage. Hopkins, K.D. (1998). Educational and psychological measurement and evaluation (8th ed.). Upper Saddle River, NJ: Merrill – Pearson. Kubiszyn, T. & Borich, G. (2007). Educational testing and measurement: Classroom application and practice (8th ed.). Hoboken, NJ: John Wiley & Sons, Inc. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 14 |
| Homework Assignments | 14 | % 14 |
| Midterms | 1 | % 14 |
| Final | 1 | % 58 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 42 | |
| PERCENTAGE OF FINAL WORK | % 58 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 16 | 2 | 32 |
| Midterms | 1 | 10 | 10 |
| Final | 1 | 16 | 16 |
| Total Workload | 100 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically. | |
| 2) | To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. | |
| 3) | Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. | |
| 4) | Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. | |
| 5) | To know how to develop, apply and evaluate learning mediums with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child . | |
| 6) | To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. | |
| 7) | To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. | |
| 8) | To integrate the knowledge and experience of working together with different programs and different age groups. | |
| 9) | To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. | |
| 10) | To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. | |
| 11) | To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions. | |
| 12) | Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. | |
| 13) | To demonstrate commitment to societial,scientific and professional values. | |
| 14) | To recognize and respect different cultures and to be sensitive to individual and cultural differences. | |
| 15) | To demonstrate competence and ethical approach in information and communication technologies. | |
| 16) | To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |