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Information
| Code | ME717 |
| Name | Contemporary Measurement and Evaluation Approaches in Mathematics Education |
| 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. AYTEN PINAR BAL |
Course Goal
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.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.Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2015).Elementary and middle school mathematics: Teaching developmentally
Notes
https://library.cu.edu.tr/cu/e-kaynaklar/veritabanlari
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Absorb and apply current measurement and evaluation models applied in mathematics education. |
| LO02 | Analyzes comparatively the national and international assessment exams within the scope of mathematics teaching programs (TIMSS, PISA, LGS, OSYM) |
| LO03 | Absorb and apply tools based on traditional approaches in mathematics education. |
| LO04 | Absorb and apply alternative (supplementary) measurement tools in mathematics education |
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 | Measurement and assesment in education | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım |
| 2 | The importance of Assessment | Reading the subject from suggested sources | Öğretim Yöntemleri: Tartışma |
| 3 | Basic concepts of measurement and evaluation | Reading the subject from suggested sources | Öğretim Yöntemleri: Tartışma |
| 4 | Different Evaluation Models in Mathematics Education | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 5 | Measuring tools used in Mathematics Education and its features(reliability) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 6 | Measuring tools used in Mathematics Education and its features (Validity, Usefulness) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap, Alıştırma ve Uygulama |
| 7 | A comparative study of national and international examinations (TIMSS, PISA, SBS, ÖSS) in terms of Mathematics teaching Curricula.) | 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 | The tools based on traditional approaches in Mathematics Education (written exams, short response examinations) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap |
| 10 | Mathematics Education (the correct -wrong-type tests, multiple-choice tests, matching, oral poll and homework) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap |
| 11 | The tools based on contemporary approaches in Mathematics Education (observations, interview) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 12 | The tools based on contemporary approaches in Mathematics Education (performance evaluation) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 13 | The tools based on contemporary approaches in Mathematics Education (observation,interview,performance evaluation,student product files; research papers) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 14 | The tools based on contemporary approaches in Mathematics Education (peer evaluation, self-assessment) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Anlatım, Tartışma |
| 15 | (The tools based on contemporary approaches in Mathematics Education (attitudes scales) | Literature review by reading 2 articles related to the subject | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 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 | ||