MEASUREMENT AND EVALUATION IN EDUCATION

Course Description

Place and importance of measurement and evaluation in education; basic concepts of measurement and evaluation; psychometric (validity, reliability, usability) properties of measurement tools; development and implementation of success tests; interpretation of test results and giving feedback; analysis of test and item scores, The features of the result-oriented and process-oriented measurement tools used in education, measurement tools based on traditional approaches (multiple choice tests, written exams, short answer exams, true-false type tests, paired tests, oral examinations), various tools for evaluating students (observation, interview, performance evaluation, student portfolio, project and performance assignments, peer evaluation, self-assessment, attitude scales), testing cognitive, affective and psycho-motor behaviors.

MEASUREMENT AND EVALUATION IN EDUCATION

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 comprehend types of instructional objectives.
2. 02 be able to write instructional objectives in any one of the domains of the taxonomy and at the specified levels of difficulty and complexity.
3. 03 comprehend criterion- and norm-referenced tests, and standardized tests.
4. 04 be able to compare teacher-made tests and standardized tests.
5. 05 be able to plan a comprehensive test with table of specifications.
6. 06 be able to write essay test items and objective test items.
7. 07 be able to apply uniform standards in scoring essay tests.
8. 08 be able to compare essay and objective tests.
9. 09 be able to evaluate tests in regards to validity, reliability, and item analysis.
10. 10 be able to evaluate test scores and report student progress

Course Syllabus

Reference Books & Course Materials

1. 01 1. Brown Douglas, H. (2004). Language Assessment: Principles and Classroom. Practice. New York: Pearson Education, Inc.
2. 02 2. Supplementary Materials

Learning Outcomes

1. L01 comprehend types of instructional objectives.
2. L02 be able to write instructional objectives in any one of the domains of the taxonomy and at the specified levels of difficulty and complexity.
3. L03 comprehend criterion- and norm-referenced tests, and standardized tests.
4. L04 be able to compare teacher-made tests and standardized tests.
5. L05 be able to plan a comprehensive test with table of specifications.
6. L06 be able to write essay test items and objective test items.
7. L07 be able to apply uniform standards in scoring essay tests.
8. L08 be able to compare essay and objective tests.
9. L09 be able to evaluate tests in regards to validity, reliability, and item analysis.
10. L10 be able to evaluate test scores and report student progress
11. L11 Explain the basic concepts and facts related to measurement and evaluation. SOLO 4
12. L12 Perform the concepts related to measurement and evaluation course in daily life. SOLO 4
13. L13 Explain the importance of measurement and evaluation in education. SOLO 4
14. L14 List the basic properties of a prepared measurement tool. SOLO 2
15. L15 Clarifies the properties of outcome and process-oriented measurement tools used in education. SOLO 3
16. L16 Using the test statistics, the results of the test results are distributed. SOLO 4

Program Outcomes

1. P01 1- make use of their professional training in language teaching and achieve effective classroom management,
2. P02 2- carry out research on the development of their learners’ social, psychological and personal characteristics by using testing and evaluation techniques in accordance with ethical principles and then report their results.
3. P03 3- conduct research using basic scientific research techniques with the aim to find solutions to problems that may be encountered in the field of Teaching English,
4. P04 4- evaluate, apply and interpret concepts and scientific methods related to the field of teaching English
5. P05 5- choose appropriate language teaching methods and techniques considering diverse learner characteristics stemming from their ages, learning styles, motivation and background knowledge,
6. P06 6- prepare daily lesson plans appropriate to the things to teach and deliver effective lessons by using appropriate course materials and instructional technology,
7. P07 7- choose appropriate materials available for use and/or develop their own course materials according to students’ level, interest and learning characteristics with the aim to use them in the teaching of language items (phonological, lexical, grammatical items and so on) and in the development of learners’ language skills (listening, speaking, reading and writing),
8. P08 8- choose and use appropriate measurement tools and materials to asses and evaluate learners’ development and success,
9. P09 9- explain the similarities and differences between first and second language acquisition theories, and relate these theories to language teaching theories and practices.
10. P10 10- make use of principles, theories, approaches and techniques for the development and evaluation of educational programs.
11. P11 11- explain the concepts of Theoretical Linguistics & Applied Linguistics and use their knowledge for the preparation of lesson plans appropriate to the characteristics of the target language,
12. P12 12- use information and communication technology together with computer software required by the field,
13. P13 13- describe the characteristics of different text types considering basic theories & approaches in translation and translate texts from English to Turkish and from Turkish to English,
14. P14 14- define the basic concepts and principles of classical and modern literature, analyse and construct information, and then make use of their literary knowledge in language teaching,
15. P15 15- use the target language to obtain and transmit information; communicate either orally or in writing.
16. P16 16- identify and solve problems in their social environment with the awareness of social responsibility they have developed.

Po-Lo Matrix