OLC676 - DEVELOPMENT of MEASUREMENT TESTS
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| DEVELOPMENT of MEASUREMENT TESTS | OLC676 | 2nd Semester | 3 | 0 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Problem Solving | |||||
| Instructor (s) | Faculty members and lecturer | |||||
| Course objective | Course aims to provide students test development skills by using the suitable methods related to aims. | |||||
| Learning outcomes |
| |||||
| Course Content | Multiple-choice tests; test development and related concepts and steps. Item and statistics of tests, relationship between them. Validity and reliability in tests, their types and calculations. Item; its characteristics, types and basis of writing item and reduction. Trial form and trial application. Item analysis; its types, methods making correction in items and item selection. Final test; its formation and its instruction, estimation of statistics. | |||||
| References | Baykul,Y. (1999). İstatistik: Metotlar ve Uygulamalar. Ankara. Arıcı, H. (2001). İstatistik: Yöntemler ve Uygulamalar. Ankara. Freund, J. E. & Gary A. Simon (1992). Modern Elementary Statistics 8. baskı. Prentice-Hall International Editions, Gravetter, F. J. & Wallnau, L. B. (1985).Statistics For The Behavioral Sciences, Second Edition, West Publishing Company, Sümbüllüoğlu K. & Sümbüllüoğlu V, (1998). Biyoistatistik, Ankara, Hatipoğlu Basım ve Yayım San. Ldt. Şti. Freund, J. E. & Simon , G. A. (1992). Modern Elementary Statistics 8. baskı. Prentice-Hall International Editions. Anastasi, A. (1982). Psychological Testing. Macmillan Publishing Company. NY. Aiken, Lewis R. (2000). Psychological Testing and Assessment. Allyn and Bacon Inc. London. Crocker, L. And Algina J. (1986). Introduction to Classical and Modern test Theory. Wadswort Murphy, K. R. and Charles O. Davidshofer. (2000). Psychological Testing and Assessment. Allyn and Bacon Inc. London. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Multiple-choice tests; test development and related concepts and steps. |
| Week 2 | Multiple-choice tests; test development and related concepts and steps. |
| Week 3 | Item and statistics of tests, relationship between them. |
| Week 4 | Item and statistics of tests, relationship between them. |
| Week 5 | Item and statistics of tests, relationship between them. |
| Week 6 | Validity and reliability in tests, their types and calculations. |
| Week 7 | Validity and reliability in tests, their types and calculations. |
| Week 8 | Item; its characteristics, types and basis of writing item and reduction. |
| Week 9 | Item; its characteristics, types and basis of writing item and reduction. |
| Week 10 | Trial form and trial application |
| Week 11 | Item analysis; its types, methods making correction in items and item selection. |
| Week 12 | Item analysis; its types, methods making correction in items and item selection. |
| Week 13 | Final test; its formation and its instruction, estimation of statistics. |
| Week 14 | Final test; its formation and its instruction, estimation of statistics. |
| Week 15 | Preparation for the final exam |
| Week 16 | Final 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 | 0 | 0 |
| Presentation | 0 | 0 |
| Project | 2 | 50 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 2 | 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) | 14 | 6 | 84 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 2 | 28 | 56 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 28 | 28 |
| Total Workload | 31 | 65 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Able to comprehend the basic concepts, principles and theories of curriculum development. | X | ||||
| 2. Able to interpret the basic concepts, principles and theories of teaching?learning processes. | X | ||||
| 3. Able to analyze the basic concepts, principles and approaches of curriculum development. | X | ||||
| 4. Able to comprehend the basic concepts and principles of scientific research methods. | X | ||||
| 5. Able to carry out a research in a scientific way both individually and with a team. | X | ||||
| 6. Able to develop curricula in different levels and disciplines that are qualified as to enable students comprehend the nature of science. | X | ||||
| 7. Able to design effective teaching and learning environments in different levels and disciplines that will enhance meaningful learning. | X | ||||
| 8. Able to assess the effectiveness of curricula in different levels and disciplines. | X | ||||
| 9. Able to design/assess life-long learning programs for adults to realize the requirements of life-long learning. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest