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Information
| Code | SOSS404 |
| Name | Assessment of In-Class Learning |
| 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 | Doç. Dr. ALİ ALTIKULAÇ |
| Course Instructor |
1 2 |
Course Goal / Objective
To know the features of traditional and alternative measurement tools used in education and especially in field education, to develop and adapt these tools, to be able to interpret them and their results.
Course Content
Measurement tools used in education and their characteristics; 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; evaluation of learning outcomes and grading
Course Precondition
There are no prerequisites for the course.
Resources
Atılgan, H, Kan, A. ve Doğan, N. (2009). Eğitimde ölçme ve değerlendirme. Anı yayıncılık: Ankara. Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: klasik test teorisi ve uygulanması.
Notes
Eğitimde Ölçme ve Değerlendirme - M. Fuat Turgut, Yaşar Baykul
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Course introduction: Scope, Justification, Importance, Creating expectations, explaining functioning and evaluation criteria. An overview of measurement and evaluation in education |
| LO02 | Basic Concepts: Variable and its types, scale and types Measurement and types, evaluation and types |
| LO03 | Measurement and its types, evaluation and types |
| LO04 | The place and importance of alternative measurement and evaluation in education |
| LO05 | Alternative measurement and evaluation tools; Performance evaluation |
| LO06 | Research Projects |
| LO07 | Checklist, grading scales |
| LO08 | Rubrics; Analytical and Holistic rubric |
| LO09 | Student product file |
| LO10 | Observation, interview. |
| LO11 | Concept map, Attitude scales |
| LO12 | Structured grid, |
| LO13 | Word association, Diagnostic branched tree, |
| LO14 | Group assessment, peer assessment, self assessment |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Recognize the scientific foundations of education | 1 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explains the knowledge generation method of social sciences. | 1 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Graduate of Social Studies Education; Explain the basic concepts and principles of social sciences. | 1 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | He/she evaluates the information he/she has learned with a critical approach by gaining the ability to access the information sources he/she needs. | 1 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Can identify practices that will create democratic learning environments and make the classroom a part of real life | 1 |
| PLO06 | Yetkinlikler - Alana Özgü Yetkinlik | Plans the teaching-learning process by taking into account the individual differences of the students and the characteristics of the subject area. | 2 |
| PLO07 | Yetkinlikler - Alana Özgü Yetkinlik | It uses methods that will develop students' empathy, critical and creative thinking, effective decision-making and problem-solving skills in line with human values. | 1 |
| PLO08 | Yetkinlikler - Alana Özgü Yetkinlik | Develops original materials and uses information technologies to make student-centered teaching effective. | 3 |
| PLO09 | Yetkinlikler - Alana Özgü Yetkinlik | Avoiding being mechanical in measurement and evaluation, she (he) can use creative and careful forms that will ensure the versatile development of students. | 5 |
| PLO10 | Yetkinlikler - Alana Özgü Yetkinlik | Can meaningfully relate the disciplines that contribute to the content of the Social Studies course by applying the special teaching methods required by the program. | 2 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | By recognizing the cultural structures of the society she (he) lives in and other societies, she (he) evaluates the causes and consequences of the changes throughout history. | 1 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Defines the place where he lives on the world. Evaluate the social, political and economic effects of mathematical position and what kind of results this situation has created throughout history | 1 |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | Distinguish the importance of benefiting from natural sciences and fine arts as well as social sciences in order to perceive the world multidimensionally. In addition to his professional development, he constantly improves himself by determining the educational needs in scientific, cultural, artistic and social fields in line with his interests and abilities. | 1 |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | Can make self-assessment regarding the professional competencies he/she has | 1 |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | Values lifelong learning | 1 |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Can communicate effectively in different cultures (rural-urban), social environment and students, argues that problems can be solved by peaceful methods | 1 |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By avoiding discrimination, it defends that living a life in accordance with human rights and human dignity is valid and necessary for all people. | 1 |
| PLO18 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Creates a citizen-teacher model. As a participating member of civil society; He tries to find solutions to the problems of the school he works in, the environment he works in, the society he lives in and today's world. | 1 |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Values self-confidence, the courage to question and the power to change. Willing to work hard and take responsibility for this | 1 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Traditional based tools: Written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral examinations. | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Traditional based tools: Written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral examinations. | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Traditional based tools: Written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral examinations. | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Traditional based tools: Written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral examinations. | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Traditional based tools: Written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral examinations. | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Traditional based tools: Written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral examinations. | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | 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 achieve | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 9 | 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 achieve | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | 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 achieve | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | 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 achieve | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | 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 achieve | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | 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 achieve | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | 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 achieve | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | 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 achieve | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 17 | Term Exams | No pre-work | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
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 | ||