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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 | | SIE110 | Alternative Assessment Approaches in Science Education | Elective | 1 | 2 | 6 |
| | Level of Course Unit | | Second Cycle | | Objectives of the Course | | Today's understanding of education is based on making knowledge meaningful and experiential for the individual, rather than evaluating the student's level of knowledge. Within the scope of this understanding, versatile evaluation of students is ensured by using alternative evaluation approaches and different evaluation types as an alternative to evaluations based only on paper-pencil tests and objective tests. It is aimed to teach these approaches within the scope of the course to be conducted. | | Name of Lecturer(s) | | Dr. Öğr. Üyesi Faruk ARICI | | Learning Outcomes | | 1 | Ability to express the concepts of Measurement and Evaluation | | 2 | Ability to express what a good evaluation system should be like | | 3 | Can explain the importance of Complementary (Alternative/Authentic) Measurement and Evaluation. | | 4 | Can establish a relationship between new curriculum and complementary measurement-evaluation | | 5 | Uses the Basic Principles to be Followed in Alternative Evaluations | | 6 | Knows Alternative Assessment and Evaluation Methods and Techniques and uses them in classes |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Information about the purpose, content, resources and procedure of the course. What is Measurement and Evaluation? What should a good evaluation system look like? Complementary (Alternative/Authentic) Measurement and Evaluation. Why Supplementary Measurement and Evaluation? New curriculum and Supplementary measurement-evaluation. Characteristics of the Measurement and Evaluation Approach in New Curriculums. Basic Principles to be Followed in Alternative Evaluations. Alternative Measurement and Evaluation Methods and Techniques (Performance tasks and Projects). Alternative Assessment and Evaluation Methods and Techniques (Student product files and Concept maps). Alternative Measurement and Evaluation Methods and Techniques (Mind maps and Structured grid). Alternative Assessment and Evaluation Methods and Techniques (Diagnostic branched tree (true-false questions) and Drama). Alternative Measurement and Evaluation Methods and Techniques (Interview and Peer Evaluation). Alternative Assessment and Evaluation Methods and Techniques (Self-assessment and Rubric). | | Weekly Detailed Course Contents | |
| 1 | Information about the purpose, content, resources and procedure of the course. | | | | 2 | What is Measurement and Evaluation? | | | | 3 | What should a good evaluation system look like? | | | | 4 | Complementary (Alternative/Authentic) Measurement and Evaluation | | | | 5 | Why Supplementary Measurement and Evaluation? | | | | 6 | New curriculum and Supplementary measurement-evaluation | | | | 7 | Characteristics of the Measurement and Evaluation Approach in New Curriculums | | | | 8 | Midterm | | | | 9 | Basic Principles to be Followed in Alternative Evaluations | | | | 10 | Alternative Measurement and Evaluation Methods and Techniques (Performance tasks and Projects) | | | | 11 | Alternative Assessment and Evaluation Methods and Techniques (Student product files and Concept maps) | | | | 12 | Alternative Measurement and Evaluation Methods and Techniques (Mind maps and Structured grid) | | | | 13 | Alternative Assessment and Evaluation Methods and Techniques (Diagnostic branched tree [true-false questions] and Drama) | | | | 14 | Alternative Measurement and Evaluation Methods and Techniques (Interview and Peer Evaluation) | | | | 15 | Alternative Assessment and Evaluation Methods and Techniques (Self-assessment and Rubrics) | | | | 16 | Final exam | | |
| | Recommended or Required Reading | | 1. Buzan, T., & Buzan, B. (2002). How to mind map. London: Thorsons.
2. Buzan, T. (2018). Mind map mastery: The complete guide to learning and using the most powerful thinking tool in the universe. Watkins Media Limited.
3. Buzan, T. (1984). Make the most of your mind. Simon and Schuster.
4. Kaya, O. N. (2003). Fen Eğitiminde Kavram Haritaları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(13), 70-79.
5. Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & evaluation in higher education, 35(4), 435-448.
6. Demirören, M., Melek, A., Koşan, A. M. A., Paloğlu, Ö., & Koşan, A. (2009). Bir öğrenme ve değerlendirme yöntemi olarak “Portfolyo”. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 62(1), 19-24.
7. Kan, A. (2007). Portfolyo değerlendirme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 133-144.
8. Duran, M., Mıhladız, G., & Ballıel, B. (2013). İlköğretim öğretmenlerinin alternatif değerlendirme yöntemlerine yönelik yeterlilik düzeyleri. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 2(2), 26-37.
9. Kırkıç, K.A., Vatansever Bayraktar. H. (2021). Kuramdan Uygulamaya İlkokul Eğitiminde Yenilikçi Öğrenme ve Öğretim, Efe Akademi Yayınları.
10. Reeves, T. C. (2000). Alternative assessment approaches for online learning environments in higher education. Journal of Educational Computing Research, 23(1), 101-111.
11. Sasmaz-Oren, F., & Ormanci, Ü. (2011). Teacher candidate levels of familiarity with the methods, techniques and tools composing the alternative assessment approaches. Procedia-Social and Behavioral Sciences, 15, 3476-3483.
12. Schilling, K. M., & Schilling, K. L. (1998). Proclaiming and Sustaining Excellence: Assessment as a Faculty Role. ASHE-ERIC Higher Education Report, Volume 26, No. 3. ERIC Clearinghouse on Higher Education, One Dupont Circle, NW, Suite 630, Washington, DC 20036-1183.
13. Astin, A. W., Banta, T. W., Cross, K. P., El-Khawas, E., Ewell, P. T., Hutchings, P., ... & Wright, B. (1992). Principles of good practice for assessing student learning. AAHE Bulletin, 45(4), 1-20.
14. Reeves T. C. and Okey J., (1996). Alternative Assessment for Constructivist Learning Environments, in Constructivist Learning Environments, Wilson B. (ed.), Educational Technology, Englewood Cliffs, New Jersey, pp. 191–202, 1996.
15. Knight M. E., Portfolio Assessment: Application of Portfolio Analysis, University Press of America, Lanham, Maryland, 1994.
16. Novak J. D. and Gowin D. R., Learning How To Learn, Cambridge Press, New York, 1984.
17. Freeman, R. & Lewis, R. (1998). Planning and implementing assessment.
London: Kogan Page.
18. Mehrens, W.A. & Lehmann, I.J. (1984). Measurement and evaluation in
education and psychology (third edition). London: Holt, Rinehart and Winston. | | 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 | 1 | 1 | | Attending Lectures | 1 | 14 | 14 | | Question-Answer | 1 | 20 | 20 | | Team/Group Work | 1 | 20 | 20 | | Report Preparation | 1 | 20 | 20 | | Report Presentation | 1 | 20 | 20 | | Self Study | 1 | 10 | 10 | | Individual Study for Mid term Examination | 1 | 5 | 5 | | Individual Study for Final Examination | 1 | 5 | 5 | | Reading | 1 | 20 | 20 | | Report | 1 | 20 | 20 | | Homework | 1 | 20 | 20 | |
| Contribution of Learning Outcomes to Programme Outcomes | | | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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