| 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 |
| HEA5015 | Planning and Evaluation in Higher Education | Fall | 3 | 0 | 3 | 8 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi TUĞCAN DEMİR |
| Course Objectives: | This course presents evaluation and measurement methods and aims at develoing skills in evaluation and measurement that could be used in higher education. The course will focus on two major areas that are driving the current evaluation and assessment movement in higher education: institutional performance and teaching and learning. In so doing, this course will provide students with theoretical frameworks for understanding evaluation as well as the necessary quantitative and qualitative tools to design and provide valid and reliable empirically-based evidence. The course will also focus on how such evidence is used to evaluate and inform institutional policy as well as strategies for continuous improvement. |
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The students who have succeeded in this course; I. Students will discuss and internalize the concept of planning and evaluation. They will also get familiarize with the different types of evaluation II. Students will learn approaches and principles in planning and evaluation within the context of higher education III. Students will be able to implement institutional evaluation procedures IV. Students will learn and implement faculty appraisal and administrative personnel appraisal V. Students will get to know the qualities of the inspectors as well as develoing their interpersonal and human relations VI. Students will discuss the importance of the concepts of motivation, institutional climate and health within the context of higher education |
| The course will focus on three major areas that are driving the current evaluation and assessment movement in higher education: institutional performance; teaching and learning; and student learning and development. In so doing, this course will provide students with theoretical frameworks for understanding evaluation as well as the necessary quantitative and qualitative tools to design and provide valid and reliable empirically-based evidence. The course will also focus on how such evidence is used to evaluate and inform institutional policy as well as strategies for continuous improvement. |
| Week | Subject | Related Preparation | |
| 1) | Concepts and Dimensions of Planning and Evaluation in Higher Education | ||
| 2) | Types of Planning and Evaluation | ||
| 3) | Denetim Yaklaşımları ve İlkeleri | ||
| 4) | Institutional Evaluation | ||
| 5) | Administrative Evaluation | ||
| 6) | Teaching Evaluation | ||
| 7) | Faculty Appraisal | ||
| 8) | Administrative Personnel Appraisal | ||
| 9) | Qualities of Inspectors | ||
| 11) | Leadership in Evaluation | ||
| 12) | Human Relations in Evaluation | ||
| 13) | Evaluation and Institutional Culture | ||
| 14) | Evaluation and Institutional Culture | ||
| 15) | FINAL EXAM | ||
| 16) | FINAL EXAM | ||
| Course Notes: | Sergiovanni, Thomas J. and Robert J. Starrat.Supervision.(1993). Fifth Ed. New York: Mc Graw Hill Evaluation and Assessment in Higher Education Journal (issues after 2008). |
| References: | Hoy, A.W.& W.K. Hoy.(2009). Instructional Leadership: A Research-based guide to learning in schools. 3rd edition. Boston: Allyn and Bacon. Cogan, Morris. Clinical Supervision.(1973). Boston: Houghton Mifflin. Goldhammer, Robert., Robert Anderson and Robert J. Krajevsky. Clinical Supervision.(1980).2 d edi. New York: Holt, Rinehart and Winston. Hick, Hanne J. Educatuonal Supervision in Principle and Practice.(1960). Hopkins, W. Scott and Kenneth D. Moore. Clinical Supervision. (1993). Wisconsin: WCB Brown and Benchmark. Hoy, W. K.and P. B. Forsyth. Effective Supervision: Theory into Practice.(1986).New York: Random House . |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 20 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 4 | % 10 |
| Presentation | % 0 | |
| Project | 1 | % 30 |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 30 | |
| PERCENTAGE OF FINAL WORK | % 70 | |
| 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 | 14 | 6 | 84 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 1 | 20 | 20 |
| Homework Assignments | 4 | 8 | 32 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 1 | 20 | 20 |
| Total Workload | 198 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |