| 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 |
| ECE4116 | Evaluation of In-class Learning | Fall | 2 | 0 | 2 | 4 |
| 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 : | Assoc. Prof. SEDA SARAÇ |
| Course Objectives: | The main aim of the course is; teacher candidates should have information about traditional and authentic evaluation methods used in preschool period so that they can make appropriate evaluations in their class. |
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The students who have succeeded in this course; 1. Has knowledge about measurement tools and features used in education. 2. Has knowledge about tools based on traditional approaches. 3. The student has knowledge about the tools for multi-definition identification. 4. Has knowledge about the points to be considered in evaluating the student's success. 5. Have knowledge about assessment of learning outputs and grading. 6.Have knowledge about the diagnosis and evaluation of developmental processes in the world and Turkey. 7. Has knowledge about 0-8 year child development and development principles, place, importance and aims of diagnosis and evaluation in child development. 8. Special needs children have information about diagnosis and evaluation. 9. Has knowledge about standardized tests. 10. Have knowledge about the use of developmental diagnostic and evaluation results. 11. Has knowledge about preparation of Individualized Education Program (BEP). 12. Has knowledge about expert-family business association in developmental diagnosis and evaluation. |
| Measurement tools used in education and their properties; tools based on traditional approaches: Written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral examinations; tools for multidimensional definition of student: observation, interview, performance evaluation, student product file, research papers, research projects, peer evaluation, self evaluation, attitude scales; considerations in assessing student achievement; The evaluation of learning outcomes and grading, developmental diagnosis and evaluation process in Turkey and the world, 0-8 years old children's development and recognize the development of children with development policies and assessment of the place, importance and purpose, special needs children in the diagnosis and assessment, standardized tests, Developmental diagnosis and evaluation results, preparation of individualized education program (IEP), expert-family business association in developmental diagnosis and evaluation. |
| Week | Subject | Related Preparation | |
| 1) | Measurement tools and properties used in education | ||
| 2) | Tools based on traditional approaches: Written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral surveys | ||
| 3) | Tools for multidimensional identification of the student: Observation, interview, performance evaluation, student product file, research papers, research projects, peer evaluation, self-assessment, attitude scales | ||
| 4) | The points to be considered in evaluating student success, Evaluation of learning outcomes and grading | ||
| 5) | Developmental Diagnosis and Assessment Process in Turkey and the World | ||
| 6) | 0-6 Age Child Development and Development Principles, Place and importance of diagnosis and evaluation in child development | ||
| 7) | Midterm | ||
| 8) | Diagnosis and Evaluation in Children with Special Needs, Standardized Tests | ||
| 9) | Use of Developmental Diagnosis and Evaluation Results | ||
| 10) | Preparation of Individualized Education Program (IEP) | ||
| 11) | Expert-Family Business Association for Developmental Diagnosis and Assessment | ||
| 12) | Project Presentations | ||
| 13) | Project Presentations | ||
| 14) | Project Presentations | ||
| Course Notes: | |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 1 | % 5 |
| Presentation | 1 | % 15 |
| Project | 1 | % 20 |
| Seminar | % 0 | |
| Midterms | 1 | % 30 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 30 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| 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 | 1 | 14 |
| Presentations / Seminar | 1 | 10 | 10 |
| Project | 1 | 10 | 10 |
| Homework Assignments | 1 | 10 | 10 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 90 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |