KME784 - MEAS of STUD BEHAV IN SCI and MATH. EDUC.
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| MEAS of STUD BEHAV IN SCI and MATH. EDUC. | KME784 | Any Semester/Year | 3 | 0 | 3 | 0 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer | |||||
| Instructor (s) | Prof. Dr. Nilgün Seçken | |||||
| Course objective | To make students knowledgable about the characteristics of the educational testing tools, development and use of these tools and interpretation of the findings obtained. | |||||
| Learning outcomes |
| |||||
| Course Content | What is a test and how is it developed, used and evaluated? Ethical and social concerns in test development. Developing items, reliability and validity and alternative evaluation approaches. | |||||
| References | 1. Özçelik, D. A. (1981). Okullarda ölçme ve değerlendirme. Ankara: Meteksan Limited Şirketi. 2. Tekin, H. (1994). Eğitimde ölçme ve değerlendirme. Ankara: Has-Soy Matbaası. 3. Turgut, M. F. (1977). Eğitimde ölçme ve değerlendirme metotları. Ankara: Nüve Matbaası. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction: content, justification, significance and explanation of criteria |
| Week 2 | Goals and types of the tests used in science and math instruction |
| Week 3 | Historical development of the tests used in science and math instruction |
| Week 4 | Psychometrical qualities of the tests used in science and math instruction |
| Week 5 | Midterm exam |
| Week 6 | Measuring standards in science and math instruction and ethics |
| Week 7 | Written exams and eams with short answers used in science and math instruction |
| Week 8 | Tests, assignments and projects used in science and math instruction |
| Week 9 | Oral exams and multiple choice tests used in science and math instruction |
| Week 10 | Portfolios and self-evaluation used in science and math instruction |
| Week 11 | Observation forms and performance evaluation checklists used in science and math instructionObservation forms and performance evaluation checklists used in science and math instruction |
| Week 12 | Midterm exam |
| Week 13 | Concept maps and attitude scales used in science and math instruction |
| Week 14 | Demonstrations, anecdots, discussions, interviews, etc. used in science and math instruction |
| Week 15 | -- |
| Week 16 | Final examFinal exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 4 | 10 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 2 | 40 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 6 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 0 | 0 | 0 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework assignment | 3 | 50 | 150 |
| Midterms (Study duration) | 2 | 40 | 80 |
| Final Exam (Study duration) | 1 | 28 | 28 |
| Total Workload | 20 | 121 | 300 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Develop their advanced theoretical and practical knowledge in the field considering undergraduate and master of science program qualifications | X | ||||
| 2. Combine the advanced current scientific knowledge and their perspectives to reach new definitions. | X | ||||
| 3. Build complex relations between their field and other disciplines, design new research questions | X | ||||
| 4. Increase their knowledge in the field and obtain original scientific findings. | X | ||||
| 5. Do research in chemistry education and classify the findings in order to do further research | X | ||||
| 6. Use qualitative and quantitative research methods, and design an original research problem in their fields or in other fields. | X | ||||
| 7. Analyze, synthesize and evaluate different ideas critically | X | ||||
| 8. Do research which is sufficiently well qualified to be published both in national and international refereed journals | X | ||||
| 9. Participate in interdisciplinary studies independently or in a group to study | X | ||||
| 10. Think creatively and critically in the process of providing solutions and making decisions and they may design new research problems .. | X | ||||
| 11. Develop and use different teaching strategies that increase students' knowledge and skills and make learning and teaching processes be easier. | X | ||||
| 12. Speak a foreign language efficiently and communicate with their colleagues. | X | ||||
| 13. Consider the social and cultural differences in their studies, behave in accordance with scientific and technical ethical values, and providing suggestions | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest