COURSE UNIT TITLE

Offered By

Science Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

PROFESSOR DOCTOR MEHMET ŞAHIN

Offered to

Science Teacher Education

Course Objective

This course prepares prospective science teachers to assess student knowledge, strategies and skills in science. The course also prepares students to select assessment strategies and develop instruments that accurately assess students' science learning. Student teachers will study the purposes and role of assessment in learning. Pre-service teacher experiences will include strategies which lead to the development of effective alternative assessment techniques.

Learning Outcomes of the Course Unit

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Recomended or Required Reading

Related literature.
WWW
Joel J. Mintzes, James H. Wandersee and Joseph D. Novak (Eds.). 2005. Assessing Science Understanding. A Human Constructivist View. Academic Press.
Ogan-Bekiroglu, F. (2004). Ne kadar başarılı Klasik ve alternatif ölçme-değerlendirme yöntemleri ve fizikte uygulamalar, Ankara: Nobel Yayın.
Shavelson R J, Baxter G P and Pine J 1991 Performance assessment in science Appl. Meas. Educ. 4 347
STEPHEN KLASSEN. Contextual Assessment in Science Education: Background, Issues, and Policy. Sci Ed 90:820 851, 2006.
Maclellan, E. (2004). How convincing is alternative assessment for use in higher education Assessment & Evaluation in Higher Education, 29 (3), 311-321.
Nickelson, D. (2004). Portfolios in physics. The Science Teacher, 52-55.
Slater, T. F. (1996). Portfolio assessment strategies for grading first-year university physics students in the USA. Physics Education, 31, 82-86.

Planned Learning Activities and Teaching Methods

Readings from the literature, Research, Online participation in class discussions, Question-Answer, Group Work, Lecture.

Assessment Methods

Further Notes About Assessment Methods

In-class participation in discussions and writing comments to each week s readings, write a philosophy of assessment paper including rationale and literature support for your assessment philosophy, students will create a performance-based activity with assessment instrument(s) for use in the classroom, including curriculum connections, performance-based learning tasks, authentic assessments, rubric creation/scoring.

Assessment Criteria

In-class participation in discussions and writing comments to each week s readings, write a philosophy of assessment paper including rationale and literature support for your assessment philosophy, students will create a performance-based activity with assessment instrument(s) for use in the classroom, including curriculum connections, performance-based learning tasks, authentic assessments, rubric creation/scoring.

Language of Instruction

Turkish

Course Policies and Rules

1.It is obligated to continue to at least 70% of lessons .
2. Behaviours such as copying in exams, clashing and making intials in the publications will be concluded with the opening of a disciplinary investigation.
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)

mehmet.sahince@gmail.com

Office Hours

weekdays - working hours

Work Placement(s)

None

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes