OLC615 - EXAMINATIONS USED IN EDUCATION and PSYCHOLOGY
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| EXAMINATIONS USED IN EDUCATION and PSYCHOLOGY | OLC615 | Any Semester/Year | 3 | 0 | 3 | 8 |
| Prequisites | none | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer | |||||
| Instructor (s) | Assoc. Prof. Nuri DOÄžAN | |||||
| Course objective | To understand the uses and technical properties (reliability, validity etc.) of educational and psychological tests that are used in Turkey and other countries. | |||||
| Learning outcomes |
| |||||
| Course Content | Large scale testing in education. The large scale tests that are used in Turkey and in the world; uses of these tests; high-stakes testing; selection and screening tests; psychometric methods that are used in construction of these tests. Tests that are administered by ETS such as ACT, SAT, TOEFL and GRE; tests that are used for cross-countries comparisons such as PISA, TIMMS and PIRLS. Tests that are developed by OSYM and MEB. Intelligence tests and personality inventories that are widely used in the psychological domain. | |||||
| References | Anastasi, A. (1982). Psychological testing. NY: Macmillan Publishing Company. Aiken, L. R. (2000). Psychological testing and assessment. London: Allyn and Bacon Inc. http://www.pisa.oecd.org/ www.ets.org www.osym.gov.tr www.meb.gov.tr | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction, sharing resources, creating project groups |
| Week 2 | Different approaches that are used in the classification and categorization of tests |
| Week 3 | General test development process |
| Week 4 | Standardization of tests and common standard tests |
| Week 5 | Purposes of the large scale tests and discussion on the development process of tests |
| Week 6 | Midterm exam |
| Week 7 | Comparison of national and international large scale tests with the other test types |
| Week 8 | Internationally accepted tests, their properties and the methods used in their development |
| Week 9 | Tests that are used to compare countries, their properties and the methods used in their development |
| Week 10 | Midterm exam |
| Week 11 | Selection and screening tests, their properties and methods used in their development |
| Week 12 | Tests that are developed by OSYM and MEB |
| Week 13 | Widely used intelligence and ability tests |
| Week 14 | Widely used personality tests |
| Week 15 | Preparation to exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 10 | 10 |
| Laboratory | 0 | 0 |
| Application | 5 | 5 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 5 | 5 |
| Presentation | 1 | 10 |
| Project | 2 | 5 |
| Seminar | 0 | 0 |
| Midterms | 1 | 15 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 24 | 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 | 5 | 3 | 15 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 10 | 2 | 20 |
| Presentation / Seminar Preparation | 2 | 10 | 20 |
| Project | 1 | 30 | 30 |
| Homework assignment | 5 | 12 | 60 |
| Midterms (Study duration) | 1 | 20 | 20 |
| Final Exam (Study duration) | 1 | 30 | 30 |
| Total Workload | 39 | 110 | 237 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. To have the fundamental knowledge of concepts related to measurement and evaluation, statistics and research methods. When it is necessary, to be able to use these concepts by associating them to each other. | X | ||||
| 2. To be able to explain distinguishing features and characteristics of fundamental theories of measurement and evaluation. | X | ||||
| 3. To be able to explain the research methods and statistical methods that will be used with these methods. | X | ||||
| 4. To be able to interpret the results of the national and international exams by relating them to the concepts of measurement and evaluation. | X | ||||
| 5. To be able to develop or adapt measurement instruments, which are aligned with the objectives, by employing measurement techniques. | X | ||||
| 6. To be able to evaluate the results of the national and international exams. | X | ||||
| 7. To be able to identify a research problem related to measurement and evaluation, plan and administer scientific research methods for the solution of the research problem. | X | ||||
| 8. To provide a technical support for a solution of the problems faced by the other areas of social sciences. | X | ||||
| 9. To be able to interpret and critique the recent developments related to measurement and evaluation. | X | ||||
| 10. To be able to apply the knowledge related to measurement and evaluation in interdisciplinary studies. | X | ||||
| 11. To be able to monitor new software related to measurement and evaluation and use appropriate software for research problems. | X | ||||
| 12. To be able to carry out a research related to measurement and evaluation and present it in national and international meetings. | X | ||||
| 13. To comply with the ethical rules in the research studies related to measurement and evaluation. | X | ||||
| 14. To be able to share effectively the knowledge and skills related to measurement and evaluation with the co-workers. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest