TÜRKÇE
ENGLISH
Information
| Code | ME810 |
| Name | Measurement and Evaluation in Mathematics Teaching |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
Prof. Dr. AYTEN PINAR BAL
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The aim of this course is to examine the measurement and evaluation practices used in mathematics teaching in the context of the relevant literature; Examining national and international mathematics exams and measuring and evaluating students' mathematics achievement.
Course Content
Within the scope of this course, the assessment and evaluation practices used in mathematics teaching are examined in the context of the relevant literature; Examining national and international mathematics exams and measuring and evaluating students' mathematics achievement will be emphasized.
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. English, L. D. (2016). Handbook of International Research in Mathematics Education, London: Lawrence Erlbaum Associates Publishers. Grouws, D., A. (2006). Handbook of Research on Mathematics Teaching and Learning, New York: Macmillan Library. McMillan, (2021). Classroom Assessment Principles and Practice for Effective Instruction, Boston: Pearson Education. MEB (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: MEB https://mufredat.meb.gov.tr/ MEB (2024). Ortaokul matematik dersi öğretim programı (5,6, 7 ve 8. sınıflar). Ankara: MEB https://mufredat.meb.gov.tr/ NCTM, (2000). The standards 2000 project. Van de Walle, J. A., Folk, S., Karp, K.S., & Bay-Williams, J. M. (2021). Elementary and middle school mathematics: Teaching developmentally (10th ed.). Toronto: Pearson. Way, J., Cartwright, K., Bobis, J., Anderson, J., McMaster, H., & Attard, C. (2024).Yesterday, today and tomorrow in mathematics education research. In Research in Mathematics Education in Australasia 2020–2023 (pp. 13-28). Singapore: Springer Nature Singapore.
Notes
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 | Analyzes the features of traditional and alternative measurement and evaluation tools in mathematics education. |
| LO02 | Explains the basic qualities (validity, reliability and usefulness) that measurement tools for mathematics lessons should have. |
| LO03 | Develops a valid and reliable achievement test for mathematics course. |
| LO04 | Designs a measurement tool (scale, survey) for mathematics course. |
| LO05 | It compares the evaluation dimension of mathematics teaching programs with previous programs. |
| LO06 | Comparatively analyzes national evaluation exams within the scope of mathematics teaching programs (LGS, ÖSYM) |
| LO07 | Analyzes international exams within the scope of mathematics teaching programs (TIMSS, PISA) |
| LO08 | Designs original measurement tools for alternative evaluation in mathematics education (observation, interview, performance evaluation, student product file, research papers, research projects, peer evaluation, self-evaluation). |
| LO09 | Designs original measurement tools for traditional measurement and evaluation in mathematics education (written exams, short answer exams, true-false type tests, multiple choice tests, paired tests, oral probes, homework). |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Based on master's qualifications, he/she develops and deepens current and advanced knowledge in the field with original thought and/or research at the level of expertise and reaches original definitions that will bring innovation to science. | 2 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Establishes relationships between various disciplines and sub-fields that the field is related to, and reaches original results by using their expertise in the analysis, synthesis and evaluation of new and complex ideas. | 4 |
| PLO03 | Beceriler - Bilişsel, Uygulamalı | Approaches new information in the field in a systematic way and conducts advanced research in the field. | 3 |
| PLO04 | Beceriler - Bilişsel, Uygulamalı | Develops a new scientific method that brings innovation to science or applies a known method to a different field; At this point, it designs and carries out an original research. | 2 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Makes critical analysis, synthesis and evaluation of new and complex ideas. | 2 |
| PLO06 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Contributes to science with an original, publishable work that brings innovation to science, develops a new scientific method or applies a known method to a field. | 2 |
| PLO07 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Expands the limits of knowledge in the field by publishing scientific articles related to the field in national and/or international refereed journals. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Takes leadership in original and interdisciplinary studies. | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It carries out its work independently or as a team member. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Creative and critical thinkers; develops new ideas and methods related to the field by using high-level mental processes such as problem solving and decision making. | 3 |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Becomes a facilitator/director in education and training activities in his/her field. | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Continues the teaching processes on an interactive and ethical basis. | 3 |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | Develops and implements effective teaching strategies in order to provide students with knowledge and skills related to the field. | 3 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Examines social relations and the norms that guide these relations with a critical perspective, develops them and manages actions to change them when necessary. | |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Defends their original views in a community of experts. | 3 |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Using a foreign language at least at the C1 General Level of the European Language Portfolio, communicates and discusses advanced written, oral and visual communication. | |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates by considering cultural differences in all national and international studies. | 3 |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | It contributes to the process of becoming an information society by introducing technological, social and cultural advances to the society in the academic and professional context. | |
| PLO19 | Yetkinlikler - Alana Özgü Yetkinlik | Establishes functional interaction with relevant persons and institutions by using strategic decision-making processes in solving the problems encountered in the field. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It produces solutions on social, scientific and ethical issues related to its field and supports the development of these values at the national and international level. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | General introduction of the course | determination of readiness levels | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 2 | Basic concepts of measurement and evaluation | Researching related studies | Öğretim Yöntemleri: Bireysel Çalışma |
| 3 | The importance of measurement and evaluation in mathematics education | Researching related studies | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 4 | Basic qualities that measurement tools for mathematics lessons should have (validity) | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 5 | Measuring tools used in Mathematics Education and its features(reliability) | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 6 | Measuring tools used in Mathematics Education and its features (Usefulness) | Researching related studies | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 7 | Developing a valid and reliable achievement test for mathematics course | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 8 | Midterm exam | exam preparation | Ölçme Yöntemleri: Ödev |
| 9 | Designing a measurement tool (scale, survey) for mathematics course | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 10 | Comparing the evaluation dimension of mathematics teaching programs with previous programs | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 11 | National evaluation exams (LGS, ÖSYM) within the scope of mathematics teaching programs | Researching related studies | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 12 | International exams (TIMSS, PISA) within the scope of mathematics teaching programs | Researching related studies | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 13 | Original measurement tools for traditional measurement and evaluation in mathematics education (written exams, short answer exams, true-false type tests). | Researching related studies | Öğretim Yöntemleri: Soru-Cevap |
| 14 | Original measurement tools for traditional measurement and evaluation in mathematics education (multiple choice tests, paired tests, oral probes, homework). | Researching related studies | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 15 | Original measurement tools for alternative evaluation in mathematics education (observation, interview, performance evaluation). | Researching related studies | Ölçme Yöntemleri: Proje / Tasarım |
| 16 | Original measurement tools for alternative evaluation in mathematics education (student product file, research papers, peer evaluation, self-evaluation). | Researching related studies | Öğretim Yöntemleri: Alıştırma ve Uygulama, Bireysel Çalışma |
| 17 | General evaluation | Review of work done during the semester. | Ölçme Yöntemleri: Sözlü 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 | 9 | 126 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 2 | 2 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 9 | 9 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 197 | ||
| Total Workload / 25 (h) | 7,88 | ||
| ECTS | 8 ECTS | ||