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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-OÖS14 | Assessment of Classroom Learning | Elective | 3 | 5 | 4 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | In this course, it is aimed that the assessment and evaluation activities of the teacher candidates will be able to evaluate the learning outcomes within the scope of using the learning of the student to increase the quality of teaching. In this context, teacher candidates' short answer questions, right-wrong questions, matching questions, multiple-choice questions and the answer to the open-ended questions that have been restricted and the response was released in different formats and techniques within the scope of class tests; The aim of this course is to enable the students to use observation, interview, performance evaluation, student product dossier, research papers, research projects, peer evaluation, self-assessment and attitude scales in order to evaluate learning outcomes within the context of in-process evaluation. | | Name of Lecturer(s) | | Doç. Dr. İsmail SARİKAYA | | Learning Outcomes | | 1 | To be able to determine the scope of the tests in the preparation of classroom tests and to realize the stages of writing the questions, | | 2 |
To be able to use the different formats and techniques for the purpose of taking into account the strengths and weaknesses of the questions, such as the questions that require short answers in the preparation of classroom tests, right-to-wrong questions, matching questions, multiple choice questions, and open-ended questions, where the response is limited and the response is released | | 3 |
To be able to apply prepared class tests and to evaluate the results | | 4 | To be able to determine the scales aiming to recognize the students as multi-purpose in the process and to prepare the stages of these scales | | 5 | To be able to use observation, interview, performance evaluation, student product dossier, research papers, research projects, peer evaluation, self-assessment and attitude scales in the process of evaluation and to use them according to their strengths and weaknesses. | | 6 |
To be able to apply the in-process evaluation scales and to evaluate the results for the purpose |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | In this course, it is aimed that teacher candidates to evaluate the learning outcomes in the context of student learning as well as to improve the quality of teaching. In this context, it is aimed that students will be able to form tests in different formats and techniques such as short-answer questions, true-false questions, matching questions, multiple choice questions and open-ended questions whose answers are restricted and responses are released and scales such as observation, interview, performance evaluation, student product file, research papers, research projects, peer evaluation, self-evaluation and attitude scales for the process evaluation in order to evaluate the learning outputs. | | Weekly Detailed Course Contents | |
| 1 | Introduction: Sharing of Course Content and Planning | | | | 2 | In-Class Tests (short-answer questions, true-false questions, matching questions, multiple choice questions and open-ended questions with restricted answers and with released answers), Strengths and Weaknesses | | | | 3 | In-Class Tests (short-answer questions, true-false questions, matching questions, multiple choice questions and open-ended questions with restricted answers and with released answers), Strengths and Weaknesses | | | | 4 | Item Writing Process of In-Class Tests | | | | 5 | Item Writing Process of In-Class Tests | | | | 6 | Implementation of the Prepared In-Class Tests | | | | 7 | Evaluation of the Results of In-Class Tests | | | | 8 | Evaluation of the Results of In-Class Tests | | | | 9 | Midterm | | | | 10 | In-Process Scales (observation, interview, performance evaluation, student product file, research papers, research projects, peer evaluation, self-evaluation and attitude scales),Strengths and Weaknesses | | | | 11 | In-Process Scales (observation, interview, performance evaluation, student product file, research papers, research projects, peer evaluation, self-evaluation and attitude scales),Strengths and Weaknesses | | | | 12 | Development Process of In-Process Scales | | | | 13 | Implementation of the Prepared In-Process Scales | | | | 14 | Evaluation of the Results of In-Process Scales | | | | 15 | Preparation to Final Exam | | | | 16 | Final Exam | | |
| | Recommended or Required Reading | | Berberoğlu, G. (2006). Sınıf içi ölçme ve değerlendirme teknikleri. İstanbul: Morpa Kültür Yayınları.
Turgut, F. & Baykul, Y. (2010). Eğitimde ölçme ve Değerlendirme. Ankara: Pegem Akademi.
Yıldırım, C. (1999). Eğitimde öçme ve değerlendirme. Ankara: OSYM Yayınları.
Mcmillan, J. H. (2007). Calassroom assessment: Principles and practice for effective standards-based instruction. USA: Pearson Education Inc.
Kutlu, Ö., Doğan, D. & Karakaya, İ. (2010). Öğrenci başarısının belirlenmesi. Ankara: Pegem Akademi.
Bahar, M., Nartgün, Z., Durmuş, S. & Bıçak, B. (2006). Geleneksel ve alternatif ölçme ve değerlendirme: Öğretmen El kitabı. Ankara: Pegem Akademi.
Özçelik, D. A. (2010). Okullarda ölçme ve değerlendirme. Ankara: Pegem Akademi. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | none |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 2 | 2 | | Attending Lectures | 14 | 2 | 28 | | Self Study | 2 | 10 | 20 | | Individual Study for Mid term Examination | 1 | 10 | 10 | | Individual Study for Final Examination | 7 | 2 | 14 | | Reading | 5 | 9 | 45 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 3 | 2 | 2 | 2 | | 2 | 1 | 2 | 2 | 2 | | LO2 | 3 | 3 | 2 | 2 | | 2 | 2 | 4 | 2 | 3 | | LO3 | 1 | 2 | 2 | 2 | | 4 | 2 | 2 | 1 | 2 | | LO4 | 1 | 2 | 1 | 3 | | 1 | 2 | 2 | 1 | 1 | | LO5 | 3 | 2 | 1 | 2 | | 2 | 2 | 2 | 3 | 1 | | LO6 | 2 | 1 | 2 | 3 | | 2 | 2 | 3 | 3 | 2 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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