| 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 |
| EDE5123 | Educational Measurement Applications | Fall | 3 | 0 | 3 | 8 |
| 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 : | Instructor TUĞBA KIRAL ÖZKAN |
| Course Objectives: | To review examples of applications in educational testing; to develop novel examples for educational assessment |
|
The students who have succeeded in this course; After the completion of this course students should be able … 1) ... to tell the similarities, and differences among the measurement, evaluation and assessment concepts. 2) ... to anlayze the general and the specific purposes of educational evaluations based on evidential reasoning 3) … to judge the charactersistics, strengths and shortcomings of instruments used in educational testing 4) ... to develop a plan to evaluate the design, implementation and the outcomes of an educational intervention 5) ... to analyze the dimensions (content, operation and the outcome) of agiven construct to be measured. 6) ... to determine the most appropriate medium of response for the given stimulus.. 7) ... to evaluate the types and methods of validity with respect to internal and external criteria… 8) ... to estimate the validity of instruments constructed and administered under certain circumstances. 9) ... to evaluate the types and methods of reliability with respect to internal and external criteria… 10) … to analyze the items, subscales and the whole test based on the data collected. 11) … to design a new test to assess a given construct with the items of which the parameters and contents are known. 12) … to select and sequence items appropriate for a new instruments to be designed. 13) … to propose the optimum configuration of validity, reliability and practicality for a given set of conditions. . |
| Planning the test construction; purposes to be served by the test; constraints on the test; content specifications; format specifications; types of reliability and their assessment methods; types of validity and their assessment methods; special emphasis on construct validity; practical restraints; item selection and item sequencing; item banking and item recycling. |
| 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) | Interlude: Fundamental descriptive statistics and correlational techniques | ||
| 9) | Midterm | ||
| 10) | Types of error in educational assessment; types and methods of of reliability | ||
| 11) | Classical test test theory; Item response theory; Rasch Model and Item parameters | ||
| 12) | Types and methods of validity (Construct; content; predictive; face; Concurrent etc.) | ||
| 13) | Interrelationships between types of validity and of reliability | ||
| 14) | Meta-analysis and overview of the whole semester; cues, correctives and prompts | ||
| Course Notes: | 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. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 15 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 10 | % 20 |
| Presentation | 0 | % 0 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 25 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 40 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |