| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | EDS 309 | |||||
| Course Title in English | Measurement and Evaluation | |||||
| Course Title in Turkish | Ölçme ve Değerlendirme | |||||
| Language of Instruction | EN | |||||
| Type of Course | Lecture | |||||
| Level of Course | Intermediate | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 102 hours per semester | |||||
| Number of Credits | 4 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
EDS 101 - Introduction to Educational Sciences | EDS 103 - Educational Psychology |
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| Co-requisites | None | |||||
| Expected Prior Knowledge | Statistics I | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To understand the basic concepts, theories and practices of assessment, measurement and evaluation. | |||||
| Course Description | The course begins with the general concepts and terms of assessment, measurement and evaluation that are applicable in educational settings and more specifically in classroom. The course continues with the types of assessment, basic techniques of guiding, designing and administering variety of measurement and evaluation practices that teachers and test developers can use. The course also covers the development, administration and marking of assessment tasks and tests, as well as approaches to summarizing and reporting student achievement. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand the meanings of fundamental terms and concepts about measurement and evaluation 2) realize and differentiate the wide variety of assessment types and their relationship with the learning objectives; 3) select appropriate assessment types or methods for instructional decisions and individual student needs 4) understand the validity and reliability concepts and their role in designing, selection and interpretation of assessment instruments 5) Construct valid, reliable, and effective assessment instruments that can be used for different purposes in educational settings, and also administer, score, and interpret results of externally produced and teacher produced assessments 6) Acknowledge different approaches to summarizing, reporting and communicating assessment results |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | ||||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | ||||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | ||||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | ||||||
| 5) Competence in vocational guidance and counseling practices. | ||||||
| 6) Understanding of human relations and interaction. | ||||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | ||||||
| 8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | ||||||
| 9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | ||||||
| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | ||||||
| 11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | ||||||
| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | N | |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | S | Exam |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | N | |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | H | Exam |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | N | |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | H | Exam |
| 8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | S | Exam |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | N | |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | N | |
| 11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | N | |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | N |
| Prepared by and Date | BENGİ BİRGİLİ , June 2018 |
| Course Coordinator | MUSTAFA ÖZCAN |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. MAHMUT KERTİL |
| Week | Subject |
| 1) | Introduction to the course Introduction to assessment, measurement and evaluation. |
| 2) | Basic Terminology and Concepts in Measurement and Evaluation |
| 3) | Validity |
| 4) | Reliability |
| 5) | Purposes of Assessment, Measurement and Evaluation Planning Classroom Tests and Assessment |
| 6) | Types of Assessment Types of Items |
| 7) | Planning Classroom Tests and Assessment Constructing Objective Test Items: Simple Forms and Multiple Choice Forms |
| 8) | Midterm Examination |
| 9) | Measuring Complex Achievement: The Interpretive Exercise & Essay Questions |
| 10) | Measuring Complex Achievement: Performance Based Assessment Portfolios |
| 11) | Observational Techniques, Peer Appraisal, and Self Report Item Analyses |
| 12) | Grading and Reporting Analysis of National and International Assessments (e.g., TEOG, YGS, PISA) Assignment#1 Presentations |
| 13) | Assignment#1 Presentations |
| 14) | DESDEM Project Presentations |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | List of readings and indication whether they are required or recommended. Required Books • Miller, M. D., Linn, L. R., & Gronlund, N. E. (2013). Measurement and Assessment in Teaching (11th edition), Pearson Education Limited. Suggested Further Books • Popham, W. J. (2013). Classroom Assessment: What Teachers Need to Know (7th edition), United Kindgom: Pearson Education Limited. • Gravetter, F. J. & Wallnau L. B. (1999). Essentials of Statistics for the Behavioral Sciences (5th edition). Thomson Learning. Recommended Websites Programme for International Student Assessment (PISA) by OEC http://www.oecd.org/pisa/ http://pisa.meb.gov.tr/ Assessment for learning: 10 principles (2002). Assessment reform group https://assessmentreformgroup.files.wordpress.com/2012/01/10principles_english.pdf TOEFL http://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf | ||||||||||||||||||
| Teaching Methods | Flipped learning will be used as the main teaching strategy. However, course lecture, direct instruction, and group work and discussions will be used. Students will discuss in their groups about the theory, practices, and techniques of educational measurement and evaluation. In the classroom, they will actively engage in designing and constructing different test items and interpreting the well-known assessment instruments. | ||||||||||||||||||
| Homework and Projects | Assignments: Throughout the course you will be given three assignments posted during the course hours. Each assignment will be graded over 50 points, and the primary intent of the assignments for you is to assess your on-going learning and to guide your own learning efforts. A rubric for assessment will be provided for each assignment. Exams: There will be a midterm exam with problems similar to those found in the in-class activities. Term Project (DERSDEM): You are expected to make a research or develop a practical tool that the educators can benefit by using the concepts you learned in this course. (More details will be given about the project during the course | ||||||||||||||||||
| Laboratory Work | |||||||||||||||||||
| Computer Use | |||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
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| Course Administration |
kertilm@mef.edu.tr mkertil@marmara.edu.tr Office Hours: 13:30-15:00 pm, Thursday By appointment |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 1 | 70 | ||
| Homework Assignments | 4 | 4 | 16 | ||||
| Midterm(s) | 1 | 4 | 2 | 6 | |||
| Final Examination | 1 | 8 | 2 | 10 | |||
| Total Workload | 102 | ||||||
| Total Workload/25 | 4.1 | ||||||
| ECTS | 4 | ||||||