COURSE UNIT TITLE

: MEASUREMENT AND EVALUATION IN EDUCATION

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IPF 3032 MEASUREMENT AND EVALUATION IN EDUCATION ELECTIVE 3 0 0 4

Offered By

Theology

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSOCIATE PROFESSOR YUSUF CEYLAN

Offered to

Theology
.
Theology (Evening)
.

Course Objective

The aim of this course is to enable students to comprehend the place and importance of measurement and evaluation in education and to gain knowledge about its use in religious education. It is aimed that students will be able to define basic measurement and evaluation concepts and reflect them to the measurement and evaluation process in religious education. This course aims to provide students with knowledge about measurement and evaluation types and their use in religious education. The aim of the course is to enable students to identify the relationships between measurement and evaluation and to realize their reflections in religious education. With this course, students will be able to recognize the basic concepts of measurement tools and methods and gain skills on how to use them in religious education. Students will be able to recognize the concepts of reliability, validity and usefulness and become able to apply them in religious education. In addition, by understanding the measurement of cognitive, affective and kinesthetic behaviors and performance evaluation, they learn to measure and evaluate these areas in the field of religious education.

Learning Outcomes of the Course Unit

1   Students will know the place, importance and usage of measurement and evaluation in general education,
2   They will know the basic types and tools of measurement and evaluation and use them,
3   They will be able to do measurement and evaluation in key learning areas,
4   They will be able to produce measurement tools according to reliability, validity and comprehensiveness, and use them
5   They will be aware of place and importance of performance evaluation in educational process and use them.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction of the course
2 The place and importance of measurement and evaluation process in education.
3 The key terms of measurement and evaluation
4 Measurement types
5 The concept of test
6 The concept of scale
7 The types of learning evaluation
8 The features of measurement tools used in education
9 Reliability, validity, usability
10 The measurement of cognitive domain behaviours
11 Written examination, oral examinations, multiple-choices exams
12 The measurement of affective domain behaviours
13 Performance evaluation
14 Test and item analysis

Recomended or Required Reading

Müfit Gömleksiz ve Serdar Erkan, Eğitimde Ölçme ve Değerlendirme, Nobel, Ankara 2010

Halil Tekin, Eğitimde Ölçme ve Değerlendirme, Yargı, Ankara 1993.

Durmuş A. Özçelik, Okullarda Ölçme ve Değerlendirme, Ösym, Ankara 1981.

Planned Learning Activities and Teaching Methods

Lecture

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTE MIDTERM EXAM
2 FIN FINAL EXAM
3 FCG FINAL COURSE GRADE MTE * 0.40 + FIN * 0.60
4 RST RESIT
5 FCG FINAL COURSE GRADE MTE * 0.40 + BUT * 0.60


Further Notes About Assessment Methods

None

Assessment Criteria

The students will be assessed based on success in their mid-term and final exams along with their performance during the classes throughout the semester.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

yusuf.ceylan@deu.edu.tr

Office Hours

Free

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 14 3 42
Preparations before/after weekly lectures 14 2 28
Preparation for midterm exam 1 10 10
Preparation for final exam 1 15 15
Reading 4 2 8
Final 1 1 1
Midterm 1 1 1
TOTAL WORKLOAD (hours) 105

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15
LO.134
LO.245
LO.335
LO.444
LO.544