TÜRKÇE
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Information
| Code | ME717 |
| Name | Contemporary Measurement and Evaluation Approaches in Mathematics Education |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. AYTEN PINAR BAL |
| Course Instructor |
Prof. Dr. AYTEN PINAR BAL
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The general purpose of this course is to examine the Measurement and Evaluation Approaches in Mathematics Teaching Curricula in terms of historical perspective and compare the Measurement and Evaluation Approaches from Traditional to Contemporary
Course Content
this course is to examine the Measurement and Evaluation Approaches in Mathematics Teaching Curricula in terms of historical perspective and compare the Measurement and Evaluation Approaches from Traditional to Contemporary
Course Precondition
None
Resources
Atkin, J. M., Black, P., Coffey, J. (2001). Classroom Assessment and the National Science Education Standards, Washington, DC: National Academies Press. English, L. D. (2016). Handbook of International Research in Mathematics Education, London: Lawrence Erlbaum Associates Publishers. Grouws, D., A. (2006). Handbook of Research on Mathematics Teaching and Learning, New York: Macmillan Library. McMillan, (2021). Classroom Assessment Principles and Practice for Effective Instruction, Boston: Pearson Education. MEB (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: MEB https://mufredat.meb.gov.tr/ MEB (2024). Ortaokul matematik dersi öğretim programı (5,6, 7 ve 8. sınıflar). Ankara: MEB https://mufredat.meb.gov.tr/ NCTM, (2000). The standards 2000 project. Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2021). Elementary and middle school mathematics: Teaching developmentally (10th ed.). Toronto: Pearson. Way, J., Cartwright, K., Bobis, J., Anderson, J., McMaster, H., & Attard, C. (2024).Yesterday, today and tomorrow in mathematics education research. In Research in Mathematics Education in Australasia 2020–2023 (pp. 13-28). Singapore: Springer Nature Singapore.
Notes
https://library.cu.edu.tr/cu/e-kaynaklar/veritabanlari
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the basic concepts of measurement and evaluation. |
| LO02 | Explains the basic qualities (validity, reliability and usefulness) that measurement tools for mathematics lessons should have. |
| LO03 | Develops a valid and reliable achievement test for mathematics course. |
| LO04 | Designs a measurement tool (scale, survey) for mathematics course. |
| LO05 | It compares the evaluation dimension of mathematics teaching programs with previous programs. |
| LO06 | Comparatively analyzes national evaluation exams within the scope of mathematics teaching programs (LGS, ÖSYM) |
| LO07 | Analyzes international exams within the scope of mathematics teaching programs (TIMSS, PISA). |
| LO08 | Designs original measurement tools for alternative evaluation in mathematics education (observation, interview, performance evaluation, student product file, research papers, research projects, peer evaluation, self-evaluation, attitude scales). |
| LO09 | Designs original measurement tools for traditional measurement and evaluation in mathematics education (written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral probes, homework). |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Scientific research and analysis methods in mathematics education. | 2 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Expresses mathematics curriculum and basic principles on which it is based. | 5 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explain the learning theories in mathematics education. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Describes teaching strategies, methods and techniques appropriate for undergraduate qualifications. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interdisciplinary versions related to the field. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Explains mathematics subject areas at the level of knowledge expertise. | 3 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Knowledge of different fields with knowledge of mathematics education. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Explain the theoretical and practical knowledge in the field of expertise. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticizes guidance at primary and international level. | 2 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Applies teaching methods and skills in accordance with undergraduate qualifications. Personal and Professional Competencies | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages an area of expertise in its field independently. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Carries out teamwork or leadership in situations that require resolution of problems related to the field. | 2 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | New invisible in terms of scientific and social aspects. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Studies in the field carry out lifelong learning. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follows technological developments. | 2 |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Supports a scientific study conducted in the field of mathematics education with qualitative and quantitative data and presents to the experts or non-experts in written, oral and visual. | 3 |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Effectively covers information and communication technologies. | |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Use the languages of the European language portfolio to understand the information in the field and to communicate verbally and in writing. | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | The strategy of reviewing a study or reviewing a study acts in accordance with scientific, scientific and ethical values. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction of the course | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım |
| 2 | Basic concepts of measurement and evaluation | Reading the subject from suggested sources | Öğretim Yöntemleri: Tartışma |
| 3 | Basic qualities that measurement tools for mathematics lessons should have (validity) | Reading the subject from suggested sources | Öğretim Yöntemleri: Tartışma |
| 4 | Basic qualities that measurement tools for mathematics lessons should have (reliability and usefulness) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 5 | Developing a valid and reliable achievement test for mathematics course | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 6 | Designing a measurement tool (scale, survey) for mathematics course | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap, Alıştırma ve Uygulama |
| 7 | Comparing the evaluation dimension of mathematics teaching programs with previous programs | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 8 | Mid-Term Exam | Exam preparation | Ölçme Yöntemleri: Ödev |
| 9 | National evaluation exams (LGS, ÖSYM) within the scope of mathematics teaching programs | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap |
| 10 | International exams (TIMSS, PISA) within the scope of mathematics teaching programs | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap |
| 11 | Original measurement tools for traditional measurement and evaluation in mathematics education (written exams, short answer exams, true-false type tests). | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 12 | Original measurement tools for traditional measurement and evaluation in mathematics education (multiple choice tests, paired tests, oral probes, homework). | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 13 | Original measurement tools for alternative evaluation in mathematics education (observation, interview, performance evaluation). | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 14 | Original measurement tools for alternative evaluation in mathematics education (student product file, research papers, peer evaluation, self-evaluation). | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 15 | Original measurement tools for alternative evaluation in mathematics education (research projects, peer evaluation, self-evaluation). | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 16 | General evaluation | General evaluation | Öğretim Yöntemleri: Soru-Cevap |
| 17 | Term Exams | Exam preparation | Ölçme Yöntemleri: Ödev |
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 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||