TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| TURKISH TEACHING PR. | |
| Code | TRKS406 |
| Name | Exam Preparation and Evaluation in Turkish Teaching |
| Term | 2021-2022 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 |
| Label | FE Field Education Courses E Elective |
| Mode of study | Uzaktan Öğretim |
| Catalog Information Coordinator | Prof. Dr. BAŞAK KARAKOÇ ÖZTÜRK |
| Course Instructor |
Prof. Dr. BAŞAK KARAKOÇ ÖZTÜRK
(Bahar)
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
Ölçme değerlendirmenin işlevi ve önemini kavratmak, farklı türde sınavların hangi amaçlarla kullanılabileceğine dair bilgi edindirmek, geleneksel ve alternatif ölçme değerlendirme yaklaşımları doğrultusunda hazırlanmış sınavların ve kullanılan tekniklerin güvenirlik, geçerlilik, uygulanabilirlik, özgünlük ve öğretim içerik ve uygulamalarına olan geri etkisi bağlamında değerlendirme bilgi ve becerisini kazandırmak
Course Content
Türkçe öğretimi ve ölçme değerlendirme kavramlarına giriş; Türkçe öğretiminde ölçme ve değerlendirmenin işlevi, genel amaçları ve önemi; Sınama biçimleri/türleri ve özellikleri; Yeterlilik, Başarı, Tanısal ve Yerleştirme sınavları, sınavlar, Biçimlendirici ve Özetleyici sınavlar, doğrudan ve dolaylı sınavlar, ayrık nitelikli ve bütüncül sınavlar, ölçün ve ölçüt temelli sınavlar, öznel ve nesnel sınavlar, iletişimsel sınavlar, performansa dayalı sınavlar; Geleneksel yaklaşımlara dayalı olan ölçme değerlendirme teknikleri/araçları (yazılı sınavlar, kısa yanıtlı sınavlar, doğru-yanlış tipi testler, çoktan seçmeli testler, eşleştirmeli testler, sözlü yoklamalar, ödevler) ve alternatif (öğrenciyi çok yönlü tanımaya dönük) ölçme değerlendirme teknikleri/araçlar (gözlem, görüşme, performans değerlendirme, öğrenci ürün dosyası, araştırma projeleri, akran değerlendirme, öz-değerlendirme, tutum ölçekleri); Ölçme değerlendirme araçlarında bulunması istenen nitelikler (güvenirlik, geçerlik, uygulanabilirlik, özgünlük ve geri etki); Dilbilgisi, Sözcük bilgisi, Sesletim becerisini, Dinleme, Konuşma, Okuma ve Yazma becerilerini ölçme değerlendirme teknikleri; belli dil düzeyleri ve amaçlar doğrultusunda sınav hazırlama.
Course Precondition
Resources
Notes
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | To know the importance, function and general purposes of measurement and evaluation in Turkish teaching. |
| LO02 | Which types of tests such as Qualification, Achievement, Diagnostic and Placement exams, Formative and Summative exams, direct and indirect exams, discrete and holistic exams, measure and criterion-based exams, subjective and objective exams, communicative-performance-based exams |
| LO03 | Assessment techniques based on traditional approaches (written exams, short answer exams, true-false type tests, multiple choice tests, matching tests, oral exams, assignments) and alternative assessment and evaluation techniques (observation, |
| LO04 | To know the qualifications required to be found in assessment and evaluation tools |
| LO05 | To be able to evaluate exams and techniques used in accordance with traditional and alternative assessment and evaluation approaches in terms of reliability, validity, applicability, originality and the back effect on teaching content and practices, |
| LO06 | To be able to evaluate grammar, vocabulary, pronunciation skills, listening, speaking, reading and writing skills assessment and evaluation techniques within the scope of communicative language teaching, |
| LO07 | To be able to prepare exam questions for specific language levels in the context of communicative language teaching for specific purposes. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | They can explain the concepts and principles of Turkish sound, shape, sentence, text information and historical and contemporary Turkish dialects. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | They can exlain the concepts and principles of basic language skills (reading, listening, speaking and writing) and grammar. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | They can evaluate the periods of Turkish literature and the important people, events and the phenomena. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | They can evaluate the developmental stages and their roles in the learning processes of primary 5-8 grade students. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | They can use Turkish teaching program and the specific teaching strategies, methods and techniques to teach the program to Grades 5-8. | 5 |
| PLO06 | Yetkinlikler - Alana Özgü Yetkinlik | They can criticise and/or explain the characteristics of philosophical, literary and other works of art. | |
| PLO07 | Yetkinlikler - Alana Özgü Yetkinlik | They can use the appropriate methods and techniques to help the students improve their higher thinking skills such as critical thinking, creative thinking and problem solving. | 3 |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | They can use the appropriate techniques and methods to help the students improve their reading, listening, speaking, smooth and aesthetic writing skills. | 4 |
| PLO09 | Yetkinlikler - Alana Özgü Yetkinlik | They can develop appropriate learning materials and use the information and communication technologies in this process effectively. | 5 |
| PLO10 | Yetkinlikler - Alana Özgü Yetkinlik | They can monitor the students´ learning processes while using the traditional methods and techniques of measurement besides the alternative measurement and evaluation methods and techniques. | 4 |
| PLO11 | Yetkinlikler - Alana Özgü Yetkinlik | They can take individual and group responsibility to solve the problems encountered related to classroom management. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | They can assess their performance objectively and make up for the deficiencies in accordance with the judgments made if they have any. | |
| PLO13 | Yetkinlikler - Alana Özgü Yetkinlik | They can acquire self-learning ability. | 4 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | They can communicate effectively with students, teachers, friends, school management and parents. | 3 |
| PLO15 | Yetkinlikler - Alana Özgü Yetkinlik | They can improve themselves about the cultural and social aspects. | 3 |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | They have the knowledge and skills required by the field of study. | 3 |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | They can apply the basic principles and general objectives of education. | 3 |
| PLO18 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Empathy, active listening, the use of I language and conflict resolution skills, etc., which are the elements of effective communication. performs efficiently. | 3 |
| PLO19 | Beceriler - Bilişsel, Uygulamalı | Selects literary and instructive texts suitable for students' levels from Turkish and world literature products. | |
| PLO20 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses information and communication technologies effectively in Turkish and foreign languages. | |
| PLO21 | Beceriler - Bilişsel, Uygulamalı | Defines problems related to Turkish teaching, conceptualizes events and phenomena, examines them with scientific methods and techniques, interprets data and develops solutions based on research. | 3 |
| PLO22 | Beceriler - Bilişsel, Uygulamalı | Evaluates the language acquisitions of the students in a versatile way by using different methods. | 4 |
| PLO23 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | In practice, in individual and group work, he takes responsibility for solving complex problems and fulfills his task effectively. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to Turkish teaching and assessment and evaluation concepts | Reading the previously assigned topic from the recommended book in advance. | |
| 2 | The function, general purposes and importance of measurement and evaluation in Turkish teaching | Reading the previously assigned topic from the recommended book in advance. | |
| 3 | Test formats / types and features | Reading the previously assigned topic from the recommended book in advance. | |
| 4 | Qualification, Success, Diagnostic and Placement exams | Reading the previously assigned topic from the recommended book in advance. | |
| 5 | Formative and Summative exams, direct and indirect exams, discrete and holistic exams | Reading the previously assigned topic from the recommended book in advance. | |
| 6 | Measure and criterion-based exams, subjective and objective exams, | Reading the previously assigned topic from the recommended book in advance. | |
| 7 | Communicative exams, performance-based exams | Reading the previously assigned topic from the recommended book in advance. | |
| 8 | Mid-Term Exam | Reading the previously assigned topic from the recommended book in advance. | |
| 9 | Alternative (to get to know the student in a versatile way) assessment techniques / tools | Reading the previously assigned topic from the recommended book in advance. | |
| 10 | Alternative (to get to know the student in a versatile way) assessment techniques / tools | Reading the previously assigned topic from the recommended book in advance. | |
| 11 | Required qualifications in assessment and evaluation tools | Reading the previously assigned topic from the recommended book in advance. | |
| 12 | Grammar, Vocabulary, Pronunciation skills assessment and evaluation techniques | Reading the previously assigned topic from the recommended book in advance. | |
| 13 | Assessment techniques for measuring Listening, Speaking, Reading and Writing skills | Reading the previously assigned topic from the recommended book in advance. | |
| 14 | Preparing exams for certain language levels and purposes. | Reading the previously assigned topic from the recommended book in advance. | |
| 15 | Preparing exams for certain language levels and purposes. | Reading the previously assigned topic from the recommended book in advance. | |
| 16 | Term Exams | Reading the previously assigned topic from the recommended book in advance. | |
| 17 | Term Exams | Reading the previously assigned topic from the recommended book in advance. |
Assessment (Exam) Methods and Criteria
| Assessment Type | Midterm / Year Impact | End of Term / End of Year Impact |
|---|---|---|
| 1. Midterm Exam | 100 | 40 |
| General Assessment | ||
| Midterm / Year Total | 100 | 40 |
| 1. Final Exam | - | 60 |
| Grand Total | - | 100 |
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 | ||