TÜRKÇE
ENGLISH
Information
| Code | SNFS416 |
| Name | Evaluation of Learning in Classroom |
| Term | 2022-2023 Academic Year |
| Semester | 8. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. AYTEN İFLAZOĞLU SABAN |
| Course Instructor |
Prof. Dr. AYTEN İFLAZOĞLU SABAN
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The aim of this course is to improve the knowledge and skills of pre-service teachers in the assessment of classroom learning
Course Content
Measurement tools used in education and their properties; tools based on traditionalapproaches: written exams, short answer exams, true false type tests, multiple choice tests, paired tests, oral examinations; toolsfor multifaceted recognition of students: observation, interview, performance evaluation, student product dossier, research papers, research projects, peer review, self-assessment, attitude scales; pointsto be considered in the evaluation of student success; evaluation and grading of learning outcomes.
Course Precondition
None
Resources
Bahar, M.; Nartgün, Z.; Durmuş, S. & Bıçak, B. (2000). Geleneksel-alternatif ölçme ve değerlendirme. Ankara: Pegem Akademi.Yılmaz, Hasan (2004). Eğitimde ölçme ve değerlendirme. Konya: Çizgi Kitabevi
Notes
Erkuş, A. (2006). Sınıf öğretmenleri için ölçme ve değerlendirme: Kavramlar uygulamalar. Ankara: Ekinoks Yayınları.Özçelik, Durmuş Ali (1998). Ölçme ve değerlendirme. Ankara: OSYM yayınları
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | To understand the relationship between classroom evaluation and learning |
| LO02 | To be able to prepare samples based on traditional approaches (written exams, short answer exams, correct false type tests, multiple choice tests, paired tests, oral exams). |
| LO03 | Students will be able to recognize the tools of multidimensional recognition (observation, interview, performance evaluation, student product dossier, research papers, research projects, peer evaluation, self-assessment, attitude scales |
| LO04 | To be able to explain the properties ofa measurement tool. |
| LO05 | To be able to analyze evaluation practices in terms of the principles and principles of measurement and evaluation |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans, implements and evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 5 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 5 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 4 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 3 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 3 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | 3 |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | 4 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to classroom evaluation, evaluation and classroom learning relationship | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 2 | Measurement evaluation and classroom learning relationship | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 3 | Measurement and evaluation approaches used in education | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 4 | Evaluation practices 1:Traditionalapproaches: Written exams, short answer exams, true-false type tests I | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 5 | Evaluation practices 1:Traditionalapproaches: Written exams, short answer exams, true-false type tests II | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 6 | Evaluation practices 1: Sample success test analysis I | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 7 | Evaluation practices 1: Sample successtest analysisI II | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 8 | Mid-Term Exam | Preparation for the exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 9 | Evaluation Applications 2: Alternative Assessment Tools: Observation, Interview, Performance Evaluation, Student Product File I | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 10 | Evaluation Applications 2: Alternative Assessment Tools: Observation, Interview, Performance Evaluation, Student Product File II | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 11 | Evaluation applications 2: Sample analysis | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 12 | Evaluation practices 3: In-classinteraction and formative assessment | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 13 | Student presentations(a self-designed assessment tool) I | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 14 | Student presentations(a self-designed assessment tool) II | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 15 | Evaluation and Grading | Examining related resources | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Bireysel Çalışma |
| 16 | Term Exams | Preparation for the exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 17 | Term Exams | Preparation for the exam | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 8 | 8 |
| Final Exam | 1 | 24 | 24 |
| Total Workload (Hour) | 88 | ||
| Total Workload / 25 (h) | 3,52 | ||
| ECTS | 4 ECTS | ||