| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| MAT5031 | Assessment in Mathematics Education | Fall | 3 | 0 | 3 | 12 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. TUFAN ADIGÜZEL |
| Course Objectives: | This course discusses a broad range of issues related to assessment in mathematics education at all levels, including national, and international assessments in mathematics. In addition, issues related to rubrics and alternative assessments as they particularly relate to mathematics are discussed from curricular and research perspectives. |
|
The students who have succeeded in this course; Upon completion of this course, students will demonstrate the following: 1. Knowledge of assessment issues related to the mathematics classroom, including the use of rubrics and alternative forms of assessment. 2. The ability to use the standards of the profession in scholarly writing in mathematics education. 3. Knowledge of major national and international assessments related to mathematics. 4. Knowledge of assessment issues in mathematics in technology-rich environments. 5. Knowledge of issues related to assessing mathematics teachers and their knowledge of mathematics for teaching. 6. Knowledge of issues related to assessing the effectiveness of curricular materials. |
| Alternative forms of assessment in the mathematics classroom, National assessments in mathematics, International assessments in mathematics |
| Week | Subject | Related Preparation | |
| 1) | General issues in assessment, national recommendations regarding assessment in mathematics | ||
| 2) | Assessment at the classroom level, the nature of classroom tests | ||
| 3) | Rubrics and their uses, implications for instruction | ||
| 4) | Alternative forms of assessment in the mathematics classroom | ||
| 5) | Alternative forms of assessment in the mathematics classroom | ||
| 6) | National assessments in mathematics | ||
| 7) | National assessments in mathematics | ||
| 8) | National assessment projects | ||
| 9) | International assessments in mathematics (SIMS, TIMSS, and PISA) | ||
| 10) | International assessments in mathematics and instructional implications | ||
| 11) | Assessment issues in technology-rich environments | ||
| 12) | Assessment of mathematics teachers and their knowledge of mathematics for teaching | ||
| 13) | Assessing the effectiveness of curricular materials | ||
| 14) | Presentations | ||
| Course Notes: | National Council of Teachers of Mathematics (1995). Assessment standards for school mathematics. Reston, VA: Author. Lambdin, D. V., Kehle, Paul E., & Preston, R. V. (Eds.) (1996). Emphasis on assessment: Readings from NCTM’s school-based journals. Reston, VA: National Council of Teachers of Mathematics. Clarke, D. (1997). Constructive assessment in mathematics: Practical steps for classroom teachers. Berkeley, CA: Key Curriculum Press. Bright, G. W., & Joyner, J. M (Eds.). (1998). Classroom assessment in mathematics: Views from a National Science Foundation working conference. Lanham, MD: University Press of America. Silver, E. A., & Kenney, P. A. (Eds.) (2000). Results from the seventh mathematics assessment of the national assessment of educational progress. Reston, VA: National Council of Teachers of Mathematics. Wilcox, S. K., & Lanier, P. E. (Eds.) (2001). Using assessment to reshape mathematics teaching. Mahwah, NJ: Lawrence Erlbaum. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 2 | % 40 |
| Presentation | 1 | % 20 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 30 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 2 | 50 | 100 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 1 | 50 | 50 |
| Total Workload | 192 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |