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Information
| Code | SÖ782 |
| Name | Contemporary Measurement and Evaluation Approaches in Mathematics Education |
| Term | 2024-2025 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. AYTEN PINAR BAL |
Course Goal / Objective
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 includes the historical examination of assessment approaches in the curriculum and their techniques 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.
Notes
Bingölbali, E., Arslan, S. &Zembat, İ. (2016). Matematik Eğitiminde Teoriler.Pegem Akademi. Lester,F. K. (2007) Second Handbook and Research on Mathematics Teaching and Learning. Information Age Publishing (IAP).Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed.). Toronto: Pearson.Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2015).Elementary and middle school mathematics: Teaching developmentally. 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.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Comprehends the importance of measurement and assessment in mathematics education |
| LO02 | Learns the basic concepts of measurement and evaluation |
| LO03 | Learns different evaluation and assessment models in Mathematics Education |
| LO04 | Learns measuring tools used in Mathematics Education and its features(reliability), |
| LO05 | Learns measuring tools used in Mathematics Education and its features( validity), |
| LO06 | Learns measuring tools used in Mathematics Education and its features (usefulness), |
| LO07 | Learns the tools based on traditional approaches in Mathematics Education (written exams, short response examinations, the correct -wrong-type tests, multiple-choice tests, should match the tests, oral poll and homework) |
| LO08 | Learns the tools based on traditional approaches in Mathematics Education (written exams) |
| LO09 | Learns the tools based on traditional approaches in Mathematics Education (short response examinations) |
| LO10 | Learns the tools based on traditional approaches in Mathematics Education (the correct -wrong-type tests, multiple-choice tests, should match the tests, ) |
| LO11 | Learns the tools based on traditional approaches in Mathematics Education (oral poll and homework) |
| LO12 | Learns the tools based on contemporary approaches in Mathematics Education (observation) |
| LO13 | Learns the tools based on contemporary approaches in Mathematics Education (interview) |
| LO14 | Learns the tools based on contemporary approaches in Mathematics Education ( performance evaluation) |
| LO15 | Learns the tools based on contemporary approaches in Mathematics Education (research papers, research projects, peer evaluation, self-assessment, attitudes scales) |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Uses elementary scientific research and analysis methods suitable for the area of expertise. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Discusses primary school first and fourth grade programs and the elementary principles on which they are based. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Discusses the development and learning theories within the scope of primary school first and fourth grade. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains the basis of instructional strategies, methods and techniques. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction among the disciplines related to the field. | 4 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Describes the teaching principles of the subject areas (Social Studies, Turkish, Science, Mathematics, etc.) of primary education at the 1st - 4th grades at a professional level. | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Utilizes the combined information about class teaching and different areas. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Evaluates the theoretical and applied information (article, thesis, etc.) in the field with a critical eye. | 3 |
| PLO09 | Bilgi - Kuramsal, Olgusal | Has a critical approach to the national and internatinal applications concerning the primary education. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and executes a scientific research. | 3 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Uses, develops and deepens teaching strategies, methods and techniques with an interdisciplinary understanding. | 4 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Will be willing to independently carry out work that requires expertise in the field. | 4 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Has the quality of leadership in situations related to problem solving in their field or organises teamwork. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Questions the scientific and social issues in a critical way, and welcomes new perspectives. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | Conducts the studies in the field within the framework of lifelong learning. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Follows social and technological developments. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Conducts a scientific study in the field of primary education, and supporting with both qualitative and quantitative data submits the study to the experts and non-experts using written, oral and visual presentation techniques. | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Utilises information and communication technologies effectively. | |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Speaks one of the languages in the European language portfolio fluent enough to understand knowledge related to the field and maintain oral and written communication. | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Respects the social, scientific, cultural and ethical values while conducting a research and a project related to the field or interpreting a study. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Measurement and assesment in educatio | Reading suggested sources about the related topic. | Öğretim Yöntemleri: Tartışma |
| 2 | The importance of Assessment | Reading suggested sources about the related topic. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 3 | Basic concepts of measurement and evaluation | Reading suggested sources about the related topic. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 4 | Different Evaluation Models in Mathematics Education | Reading suggested sources about the related topic. | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 5 | Measuring tools used in Mathematics Education and its features(reliability | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 6 | Measuring tools used in Mathematics Education and its features (Validity, Usefulness) | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 7 | A comparative study of national and international examinations (TIMSS, PISA, SBS, ÖSS) in terms of Mathematics teaching Curricula. | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 8 | Mid-Term Exam | Exam preparation | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | The tools based on traditional approaches in Mathematics Education (written exams, short response examinations,), | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 10 | The tools based on traditional approaches in Mathematics Education (the correct -wrong-type tests, multiple-choice tests), | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 11 | The tools based on traditional approaches in Mathematics Education (matching, oral poll and homework), | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 12 | The tools based on contemporary approaches in Mathematics Education (observation, interview) | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 13 | The tools based on contemporary approaches in Mathematics Education (performance evaluation) | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 14 | The tools based on contemporary approaches in Mathematics Education (observation,interview,performance evaluation,student product files; research papers) | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 15 | The tools based on contemporary approaches in Mathematics Education (peer evaluation, self-assessment, attitudes scales) | Reviewing of the literature and studying on 2 articles about the related topic | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 16 | General evaluation | General evaluation | Ölçme Yöntemleri: Sözlü Sınav |
| 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 | ||