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Information
| Code | EPÖ2704 |
| Name | Measurement, Analysis and Evaluation |
| 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 | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. MEMET KARAKUŞ |
Course Goal / Objective
This course aims to give an understanding of the fundamental principles of educational measurement and evaluation and how these could be applied in the assessment of students learning outcomes and classroom achievements.
Course Content
This course covers measurement and evaluation, objectives in education, test types and determining the quality of tests.
Course Precondition
None
Resources
Airasian, Peter W. (1994). Claaroom Assessment. McGraw-Hill International Editions. Educatioan lSeries. USA Fitzpatrick, Jody L., Sanders, James R. , Worthen, Blaine R. (2004). Program Evaluation. Alternative approaches and Practical Guidelines. (Third Edition). Pearson Education Inc., USA Payne, D. Allen (2003). Applied Educatioanl Assessment. (Second Edition). Wadsworth/Thomson Learning . CA-USA
Notes
Online resources on the subject; articles, theses, research reports, congress books, presentations
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the purposes of measurement and evaluation. |
| LO02 | Discuss the functions of measurement in education |
| LO03 | Explain the concept of educational objectives. |
| LO04 | Discuss the taxonomy of educational objectives. |
| LO05 | Describe the domains of educational objectives. |
| LO06 | List the types of test used in the classroom. |
| LO07 | Enumerate the advantages and disadvantages of essay and objectives types of test. |
| LO08 | Explain test administration and scoring. |
| LO09 | Estimate and interpret the reliability of a test. |
| LO10 | Explain the validity of a test as an instrument |
| LO11 | Describe the problems of marking tests. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | On the basis of the Educational Sciences BA degree qualificatons, improves his/her knowledge in the same field at the level of expertise. | 2 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Evaluates primary, middle and high school curricula as a whole. | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Analyzes a scientific article in educational sciences field. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Uses the theoretical and practical knowledge s/he gained at the level of expertise within their occupation | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Prepares and uses plans for improving teaching. | 5 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Solves a problem in the context of educational sciences using a scientific perspective. | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Guides to students within the framework of the knowledge and experiences that specialized training provides. | 5 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Gains knowledge and experience about the applications which can make the field of expertise functional in educational field. | 4 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | Integrates the theoretical knowledge within the scope of the field of curriculum and instruction with the field of application. | 3 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | . Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications. | 4 |
| PLO11 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. | 4 |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Follows the foreign resources related to the curriculum development | |
| PLO13 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. | 2 |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses the information and communication technologies that s/he needs in the field of expertise. | 3 |
| PLO15 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Provides the support of the institution employees to make the applications concerning educational sciences successful. | 3 |
| PLO16 | Yetkinlikler - Öğrenme Yetkinliği | Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. | 3 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. | 3 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. | 4 |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. | 3 |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Makes prediction about the partner behaviors through the applications concerning the field of expertise. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Definitions and purposes of Measurement and Evaluation | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama |
| 2 | Importance and Functions of Tests in Education | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama |
| 3 | Educational objectives | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 4 | Bloom's Taxonomy of Educational objectives | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 5 | The Affective Domain | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 6 | The psychomotor Domain | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama |
| 7 | Types Of Test | Review of the literature | Öğretim Yöntemleri: Anlatım, Alıştırma ve Uygulama, Grup Çalışması, Problem Çözme |
| 8 | Mid-Term Exam | Preparation for the exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Essay Test and Objective Test | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 10 | Test Development- Planning The Classroom Test | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 11 | The Administration And Scoring Of Classroom Test | Review of the literature | Öğretim Yöntemleri: Alıştırma ve Uygulama, Problem Çözme, Proje Temelli Öğrenme |
| 12 | Judging The Quality Of A Classroom Test | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma |
| 13 | Interpreting Classroom Test Scores | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 14 | Reliability Of A Test | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap, Alıştırma ve Uygulama |
| 15 | Validity Of A Test | Review of the literature | Öğretim Yöntemleri: Anlatım, Tartışma, Grup Çalışması, Alıştırma ve Uygulama |
| 16 | Term Exams | submission of homework | Ölçme Yöntemleri: Ödev |
| 17 | Term Exams | preparation for the exam | Ölçme Yöntemleri: Yazılı 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 | 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 | ||