TÜRKÇE
ENGLISH
Information
| Code | TRKS406 |
| Name | Exam Preparation and Evaluation in Turkish Teaching |
| Term | 2023-2024 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 |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. BAŞAK KARAKOÇ ÖZTÜRK |
| Course Instructor |
Doç. Dr. BAŞAK KARAKOÇ ÖZTÜRK
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
Understanding the function and importance of assessment and evaluation in Turkish teaching, recognizing the purposes for which different types of exams can be used, recognizing assessment tools based on traditional and alternative assessment and assessment approaches, gaining the ability to evaluate four language skills, writing questions at different levels in accordance with Bloom and Barrett taxonomies.
Course Content
Basic concepts in measurement and evaluation; the function of measurement and evaluation in Turkish teaching, measurement and evaluation techniques/tools based on traditional approaches (written exams, short-answer exams, true-false type tests, multiple choice tests, matched tests, oral exams) and alternative (oriented to getting to know the student in a versatile way). ) assessment and evaluation techniques/tools (observation, interview, performance evaluation, student product file, research projects, peer assessment, self-assessment, attitude scales); assessment of listening, speaking,reading and writing skills; exam preparation in line with Bloom and Barrett taxonomies.
Course Precondition
None
Resources
Sezgin, Z. Ç. ve Özilhan, Y. G. (2019). 1.-8. Sınıf Türkçe ders kitaplarındaki metne dayalı anlama sorularının incelenmesi. Ana Dili Eğitimi Dergisi,7(2), 353-367. Yıldırım, K. (2012). Öğretmenlerin öğrencilerin okuduğunu anlama becerilerini değerlendirmede kullanabilecekleri bir sistem: Barrett taksonomisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 45-58.
Notes
Sezgin, Z. Ç. ve Özilhan, Y. G. (2019). 1.-8. Sınıf Türkçe ders kitaplarındaki metne dayalı anlama sorularının incelenmesi. Ana Dili Eğitimi Dergisi,7(2), 353-367. Yıldırım, K. (2012). Öğretmenlerin öğrencilerin okuduğunu anlama becerilerini değerlendirmede kullanabilecekleri bir sistem: Barrett taksonomisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 45-58.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains the basic concepts in measurement and evaluation. |
| LO02 | Explains the function and importance of measurement and evaluation in Turkish teaching. |
| LO03 | Recognizes the purposes for which different types of exams can be used. |
| LO04 | Recognizes measurement tools (written exams, short-answer exams, true-false tests, multiple-choice tests, matched tests, oral exams) based on traditional approaches. |
| LO05 | Recognizes measurement tools based on alternative assessment and evaluation approaches (observation, interview, performance evaluation, student product file, research projects, peer assessment, self-assessment, attitude scales). |
| LO06 | Gains skills to evaluate four language skills. |
| LO07 | Writes questions at different levels in accordance with Bloom and Barrett taxonomies. |
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. | 5 |
| 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. | 4 |
| 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. | 3 |
| 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. | 3 |
| 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. | 3 |
| 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. | 3 |
| 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 measurement and evaluation concepts | Reading | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Grup Çalışması, Anlatım |
| 2 | The function and importance of measurement and evaluation in Turkish teaching | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 3 | Purposes of using different types of exams | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma, Grup Çalışması |
| 4 | Short answer quizzes, quizzes from online tools that feature true-side tests | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 5 | Features of multiple choice tests, matched tests, oral exams | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 6 | Alternatif ölçme değerlendirme yaklaşımlarına dayanan ölçme araçlarından gözlem, görüşme, performans değerlendirmenin özellikleri | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 7 | Student portfolio, research projects, peer assessment, self-assessment, attitude scales | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 8 | Mid-Term Exam | Reading the previously assigned topic from the recommended book in advance. | Ölçme Yöntemleri: Ödev |
| 9 | Assessing the reading skills | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Soru-Cevap, Anlatım, Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 10 | Assessing the listening skills | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 11 | Assessing the writing skills | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 12 | Assessing the speaking skills | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Grup Çalışması |
| 13 | Studies on question writing at different levels, taking into account Bloom's taxonomy | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Gösterip Yaptırma |
| 14 | Studies on question writing at different levels, taking into account Barrett's taxonomy II | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama, Gösterip Yaptırma |
| 15 | Exam preparation for different levels and purposes | Reading the previously assigned topic from the recommended book in advance. | Öğretim Yöntemleri: Alıştırma ve Uygulama, Soru-Cevap, Tartışma, Grup Çalışması |
| 16 | Term Exams | Exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Exam | Ölçme Yöntemleri: Yazılı Sınav |
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 | ||