TÜRKÇE
ENGLISH
Information
| Code | ME810 |
| Name | Measurement and Evaluation in Mathematics Teaching |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
The aim of this course is to examine the measurement and evaluation practices used in mathematics teaching in the context of the relevant literature; Examining national and international mathematics exams and measuring and evaluating students' mathematics achievement.
Course Content
Within the scope of this course, the assessment and evaluation practices used in mathematics teaching are examined in the context of the relevant literature; Examining national and international mathematics exams and measuring and evaluating students' mathematics achievement will be emphasized.
Course Precondition
None
Resources
Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2015).Elementary and middle school mathematics: Teaching developmentally
Notes
Atkin, J. M., Black, P., Coffey, J. (2001). Classroom Assessment and the National Science Education Standards, Washington, DC: National Academies Press.Burke, K. (1999). How to Authentic Learning (3rd Ed). Arlington Heights, İllinois: Skyligth Professional Development. Ons Elawer, Corna.McMillan, (2004). Classroom Assessment Principles and Practice for Effective Instruction, Boston: Pearson Education. English, L. D. (2002). Handbook of International Research in Mathematics Education, London: Lawrence Erlbaum Associates Publisers.Heddens, J. W., Speer, W. R. (2006). Today’s Mathematics: Concepts, Methods and Instructional Activities (11th Ed.), Hoboken NJ: John Wiley and Sons, Inc
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Designs new and original measurement tools for traditional measurement and evaluation in mathematics education. |
| LO02 | Designs new and original measurement tools for holistic (alternative) assessment in mathematics education. |
| LO03 | Evaluates the characteristics of alternative measurement and evaluation tools in mathematics education. |
| LO04 | Evaluates the characteristics of traditional measurement and evaluation tools in mathematics education. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | 1- Based on master's qualifications, he/she develops and deepens current and advanced knowledge in the field with original thought and/or research at the level of expertise and reaches original definitions that will bring innovation to science. | 2 |
| PLO02 | Bilgi - Kuramsal, Olgusal | 2- Establishes relationships between various disciplines and sub-fields that the field is related to, and reaches original results by using their expertise in the analysis, synthesis and evaluation of new and complex ideas. | 3 |
| PLO03 | Beceriler - Bilişsel, Uygulamalı | 1-Approaches new information in the field in a systematic way and conducts advanced research in the field. | 3 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | 2-Develops a new scientific method that brings innovation to science or applies a known method to a different field; At this point, it designs and carries out an original research. | 2 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | 3-Makes critical analysis, synthesis and evaluation of new and complex ideas. | 2 |
| PLO06 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 1- Contributes to science with an original, publishable work that brings innovation to science, develops a new scientific method or applies a known method to a field. | 2 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 2-Expands the limits of knowledge in the field by publishing scientific articles related to the field in national and/or international refereed journals. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 3- Takes leadership in original and interdisciplinary studies. | 3 |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | 4-It carries out its work independently or as a team member. | 2 |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | 1-Creative and critical thinkers; develops new ideas and methods related to the field by using high-level mental processes such as problem solving and decision making. | 3 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | 2-Becomes a facilitator/director in education and training activities in his/her field. | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | 3-Continues the teaching processes on an interactive and ethical basis. | 3 |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | 4-Develops and implements effective teaching strategies in order to provide students with knowledge and skills related to the field. | 3 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 1- Examines social relations and the norms that guide these relations with a critical perspective, develops them and manages actions to change them when necessary. | 3 |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 2- Defends their original views in a community of experts. | 3 |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 3-Using a foreign language at least at the C1 General Level of the European Language Portfolio, communicates and discusses advanced written, oral and visual communication. | 1 |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | 4-Communicates by considering cultural differences in all national and international studies. | 1 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | 1- It contributes to the process of becoming an information society by introducing technological, social and cultural advances to the society in the academic and professional context. | 1 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | 2- Establishes functional interaction with relevant persons and institutions by using strategic decision-making processes in solving the problems encountered in the field. | 1 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | 3- It produces solutions on social, scientific and ethical issues related to its field and supports the development of these values at the national and international level. | 2 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | General introduction of the course and basic concepts | determination of readiness levels | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 2 | Measurement and assesment in education | Researching related studies | Öğretim Yöntemleri: Bireysel Çalışma |
| 3 | The importance of measurement and evaluation in mathematics education | Researching related studies | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 4 | Different Evaluation Models in Mathematics Education | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 5 | Measuring tools used in Mathematics Education and its features(reliability) | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 6 | Measuring tools used in Mathematics Education and its features (Validity, Usefulness) | Researching related studies | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 7 | A comparative study of national and international examinations (TIMSS, PISA) in terms of Mathematics teaching Curricula | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 8 | Midterm exam | exam preparation | Ölçme Yöntemleri: Ödev |
| 9 | A comparative study of national and international examinations (OSYM, LGS | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 10 | Features of tools based on traditional approaches in mathematics education (written exam, multiple choice,…) | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 11 | Studies on tools based on traditional approaches in mathematics education (true-false type tests, multiple choice tests, paired tests, oral exams, assignments) | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 12 | Features of holistic (alternative) measurement and evaluation tools in mathematics education (observation, interview) | Researching related studies | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 13 | Studies on holistic (alternative) measurement and evaluation tools in mathematics education (research projects, performance evaluation) | Researching related studies | Öğretim Yöntemleri: Soru-Cevap |
| 14 | Studies on holistic (alternative) measurement and evaluation tools in mathematics education (observation, interview, performance evaluation, student product file, research papers, research projects) | Researching related studies | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 15 | Designing a holistic (alternative) measurement and evaluation measurement tool in mathematics education | Researching related studies | Ölçme Yöntemleri: Proje / Tasarım |
| 16 | Designing traditional measurement and evaluation measurement tools in mathematics education | Researching related studies | Öğretim Yöntemleri: Alıştırma ve Uygulama, Bireysel Çalışma |
| 17 | General evaluation | Review of work done during the semester. | Ölçme Yöntemleri: Sözlü Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 9 | 126 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 2 | 2 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 9 | 9 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 197 | ||
| Total Workload / 25 (h) | 7,88 | ||
| ECTS | 8 ECTS | ||