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Information
| Code | PGÖ806 |
| Name | Assessment of Curriculum and Instruction |
| Term | 2022-2023 Academic Year |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator |
Course Goal / Objective
To examineinstructional design models and curriculum evaluation models and to make educational applications on these issues.
Course Content
The content of the course is generally based on teaching and program evaluation models. Curriculum, instructional design and change process, instructional design theories, the relationship between curriculum and evaluation, and curriculum evaluation models are the main topics that make up the content of the course.
Course Precondition
None
Resources
Airasian, Peter W. (1994). Claaroom Assessment. McGraw-Hill International Editions. Education Series. USA.
Notes
Databases, relevant national/international articles, theses, research reports, congress books, journals
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the basic concepts of teaching and program evaluation. |
| LO02 | Apreciate the rol of measurement and assessment in making teaching process scientifically. |
| LO03 | Explain the features of instructional design. |
| LO04 | Know instructional design theories generally accepted in education. |
| LO05 | Compare instructional design theories in the cours. |
| LO06 | Plans the teaching of a course according to one of the instructional design theories seen in the course. |
| LO07 | Explain the features of curriculum assessment. |
| LO08 | Recognizes the program evaluation models. |
| LO09 | Compare the curriculum evaluation models in the cours. |
| LO10 | Develops a measurement tool to use one of the program evaluation models seen in the lesson. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Develop and deepen the current and advanced knowledge in the field with original thought and at specialized based on Master's degree qualifications. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Conceive the interdisciplinary interaction which the field is related with; evaluates the new and complex ideas analyzing by a systematic approach. | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Comes up with the specific definitions and results through educational sciences field using specialized knowledge. | 3 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Makes critical analysis, synthesis and evaluation of new and complex ideas within educational sciences. | 4 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Researches an original topic regarding educational sciences field using methods and skills at a high level and advanced statistical techniques. | 3 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Develops innovative and original knowledge, method, design or practice; adapts or applies it to another field. | 3 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Conducts an original study bringing innovation to the field or adapting the practice to a different field independently. | 4 |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Contributes to broaden the knowledge within the field, publishing their scientific studies in national and/or international refereed journals. | 3 |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Takes the lead in contexts requiring the local and national interdisciplinary problem solving in practices regarding educational sciences. | 3 |
| PLO10 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses the information and communication technologies required within the field effectively. | 3 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Develops new ideas and methods regarding educational sciences using high level cognitive processes such as creative and critical thinking, problem solving and decision-making. | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Ethical acts in theoretical and practical studies on the educational sciences | 3 |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Evaluates the social relations and norms form a critical perspective and administrates the actions towards developing and transforming when needed. | 4 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates effectively with the related persons and experts in the field being able to discuss specific opinions and thoughts and defend when it is necessary. | 4 |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates orally, in written and visually in at least a foreign language at advanced level. (European Language Portfolio C1 General Level) | |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Provides cooperation with institutions and persons for achievement of the studies and practices within the field. | 2 |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | Contributes to the transition of the community to an information society and its sustainability process by introducing scientific, technological, social or cultural improvements through the educational sciences field. | 3 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Uses the strategic decision making processes in detecting the sources of the problems encountered regarding the field and solving them. | 3 |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Contributes to solutions of the problems encountered in scientific, social and ethical issues by field competence. | 2 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | Communicates and cooperates effectively with the stakeholders of the field by showing competence in the field. | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to curriculum and instruction | reading articles about curriculum and instruction. | Öğretim Yöntemleri: Anlatım, Tartışma |
| 2 | Instructional design theory | Reading articles about instructional design theory | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 3 | Instructional Design as a Concept | Preparing concept map about instructional design. | Öğretim Yöntemleri: Tartışma, Beyin Fırtınası |
| 4 | Instructional design models | Analyzing instructional design models. | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 5 | Fundemental concepts about curriculum assessment. | Reading articles about instructional assessment. | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 6 | goal-based program evaluation models. | Analyzing goal based program evaluation models. | Öğretim Yöntemleri: Tartışma, Anlatım |
| 7 | Management and Expertise oriented evaluation models. | Analyzing management expertise oriented evaluation models. | Öğretim Yöntemleri: Tartışma |
| 8 | Mid-term exam | Creating a portfolio for the work done in the course | Ölçme Yöntemleri: Portfolyo |
| 9 | Participant oriented evaluation models. | Analyzing participant oriented evaluation models. | Öğretim Yöntemleri: Tartışma |
| 10 | Consumer oriented evaluation models. | Analyzing consumer oriented evaluation models. | Öğretim Yöntemleri: Tartışma |
| 11 | Curriculum assessment standarts. | Searching curriculum assessment standarts in Turkey. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | teaching end curriculum evaluation practices 1 | Identifying a unit to be evaluated. | Öğretim Yöntemleri: Problem Çözme |
| 13 | teaching end curriculum evaluation practices 2 | Preparing the measurement tool to be used in the evaluation. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 14 | teaching end curriculum evaluation practices 3 | Application of the measuring tool. | Öğretim Yöntemleri: Bireysel Çalışma |
| 15 | teaching end curriculum evaluation practices 4 | Reporting the results obtained. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 16 | Term exam | Creating a portfolio for the work done in the course. | Ölçme Yöntemleri: Portfolyo |
| 17 | Term exam | Preparing portfolio. | Ölçme Yöntemleri: Portfolyo |
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 | 23 | 23 |
| Total Workload (Hour) | 150 | ||
| Total Workload / 25 (h) | 6,00 | ||
| ECTS | 6 ECTS | ||