| PSYCHOLOGICAL COUNSELING AND GUIDANCE | |||||
| 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 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Must Course |
| Course Level: | Bachelor |
| 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 |
| 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. |
|
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 | |
| 1) | |||
| 1) | |||
| 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: | 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 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 14 | % 14 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 14 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 58 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| 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 |
| 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 | 16 | 2 | 32 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 10 | 10 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| 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) | School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure. | 4 |
| 2) | School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people. | 1 |
| 3) | School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. | 3 |
| 4) | School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises. | 2 |
| 5) | School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. | 2 |
| 6) | School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations. | 1 |
| 7) | School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics. | 2 |
| 8) | School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services. | 2 |
| 9) | School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession. | 1 |
| 10) | School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services. | 2 |
| 11) | School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources. | 2 |
| 12) | School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program | 5 |
| 13) | School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions. | 2 |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | 2 |
| 15) | School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development. | 3 |