COURSE UNIT TITLE

: EVALUATION OF PRIMARY SCHOOL COURSE CURRICULUM IN ELEMENTARY EDUCATION

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
ISÖ 6067 EVALUATION OF PRIMARY SCHOOL COURSE CURRICULUM IN ELEMENTARY EDUCATION ELECTIVE 3 0 0 8

Offered By

Primary Teacher Education

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

PROFESSOR DOCTOR AYFER KOCABAŞ

Offered to

Primary Teacher Education

Course Objective

Aim of this course is being able to evaluate curriculum in primary education.

Learning Outcomes of the Course Unit

1   Being able to have knowledge of development and evaluating approaches on course curriculum in primary education.
2   Being able to comprehend development and evaluating approaches on course curriculum in primary education.
3   Being able to apply a research on course curriculum in primary education.
4   Being able to evaluate a research on course curriculum in primary education.
5   Being able to develop a lesson plan on course curriculum in primary education.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Course Curriculum in Elementary Education
2 Educational Philosophyies of Course Curriculum
3 Modeling in Curriculum Development in Education -I
4 Modeling in Curriculum Development in Education -II
5 Curriculum Development Designs -I
6 Curriculum Development Designs -II
7 Mid-term examination
8 Arranging Education Situations
9 Types of Evaluations
10 Curriculum Evaluation Approaches and Models-I
11 Curriculum Evaluation Approaches and Models-II
12 Curriculum Evaluation Approaches and Models-III
13 Composing Module-I
14 Composing Modüle-II
15 Final Exam

Recomended or Required Reading

Demirel, Özcan. (2000). Kuramdan Uygulamaya Eğitimde Program Geliştirme. Ankara: Pegem Yayıncılık Demirel, Ö.(1998).Kuramdan Uygulamaya Eğitimde Program Geliştirme, Ankara, Kardeş Kitap ve Yayınevi
Ertürk, Selahattin. (1979). Eğitimde Program Geliştirme. Ankara: Meteksan Yayınevi.
Sönmez, Veysel. (1999). Program Geliştirmede Öğretmen El Kitabı. Ankara: Anı Yayınları.
Bellon, Jerry J. and Janet R. Handler. (1982). Curriculum Development and Evaluation: A Design For Improvement. Dubuque: Kendall/Hunt Pub. Comp.
Demirel, Özcan. (2000). Plandan Değerlendirmeye Öğretme Sanatı. Ankara: Pegem A Yayınları.
Doğan, Hıfzı. (1997). Eğitimde Program ve Öğretim Tasarımı. Ankara: Önder Matbaacılık.
Fidan, Nurettin. (1997). Okulda Öğrenme ve Öğretme. Ankara: Alkım Yayınevi.
Gronlund, Norman E. (2000). How to Write and Use Instructional Objectives. Prentice Hall.
Güleryüz, Hasan. (2001). Eğitim Programlarının Dili ve Yaratıcı Öğrenme. Ankara: Pegem A Yayıncılık
Lewy, Arieh. (1977). Planning the School Curriculum. Paris: Unesco: International Institute for Educational Planning
Mc Neil, J. D. (1997). Curriculum: A Comprehensive Introduction. New York: Harper Collins Pub.
Morris, L. L. ve C.T. Fitz-Gibbon. (1998). Hedefler ve Hedef Davranışlarla Nasıl Başederiz Çev: Gürkan, T. ve F. D. Gözütok. Ankara: Pegem Yayınları.
Nicholls, A. Howard. (1972). Developing A Curriculum: A Practical Guide. London: Unwin Education Books.
Oliva, Peter. (1988). Developing the Curriculum. Boston: Scott Foresman and Com.
Oliver, Albert I. (1965). Curriculum Improvement: A Guide to Problems, Principles and Procedures. New York: Dood Mead and Comp.
Ornstein, A.C. and F.B. Hunkins. (1988). Curriculum: Foundations, Principles and Issues. New Jersey: Prentice Hall
Özçelik, Durmuş Ali. (1991). Eğitim Programları ve Öğretim. Ankara: ÖSYM Yayınları.
Posner, G.J. (1995). Analyzing the Curriculum. New York: Mc Graw Hill, Inc
Pratt, David. (1980). Curriculum: Design and Development. San Diego: Harcourt Brace Jovanovich Pub.
Reigeluth, C.M. (Ed). (1983). Instructional Design Theories and Models. N.Y: Lawrence Erlbaum Associates, Inc
Saylor, J.G., Alexander, W. M. and A.J. Lewis. (1981). Curriculum Planning for Better Teaching and Learning. 4th edition. NY: Holt, Rinehart&Winston.
Skilbeck, M. (1982). Curriculum Development. Bangkok: UNESCO Pub.
Taba,H.(1962).Curriculum Development, New York, Harcourt, Barace & World,INC
Varış, Fatma. (1996). Eğitimde Program Geliştirme Teori ve Teknikler. Ankara: Alkım Yayıncılık
Walker, D. (1990). Fundamentals of Curriculum. San Diego: Harcourt Brace Jovanovich Pub.
Wheeler, D. K. (1974). Curriculum Process. London: Unibooks.
Wulf, M. K. and B. Shave. (1984). Curriculum Design. Lawrence Erlbaum Associates, Inc.

Planned Learning Activities and Teaching Methods

1. Lecturing
2. Question-Answer
3. Cooperative Learning
4. Discussion

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 ASG ASSIGNMENT
3 FCG FINAL COURSE GRADE
4 FCG FINAL COURSE GRADE MTEG * 0.30 +ASG* 0.10 + FCG* 0.60
5 RST RESIT
6 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.30 + ASG * 0.10 + RST * 0.60


*** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

1. Students' learning level will be evaluated with mid-term and final examination.
2. The homeworks will be assessed by directly adding to the mid-term scores.
3. Final examination will be realized by essay type evaluation.

Language of Instruction

Turkish

Course Policies and Rules

1. It is obligated to continue to at least 80% of lessons .
2. None ethical studies will be finalized with disciplinary proceedings.
3. The instructor has right to make quizzes. The scores obtained from quizzes will be directly added to exam scores.

Contact Details for the Lecturer(s)

ayferkocabas@gmail.com
ayfer.kocabas@deu.edu.tr

Office Hours

Wednesday and Friday between 11:00 - 12:00 a.m.

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparations before/after weekly lectures 13 4 52
Preparation for midterm exam 1 10 10
Preparation for final exam 1 16 16
Preparing assignments 10 4 40
Preparing presentations 10 4 40
Midterm 1 2 2
Final 1 1 1
TOTAL WORKLOAD (hours) 200

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11
LO.15555353
LO.2542544553
LO.34454555544
LO.455354545
LO.555