SPECIAL ABILITY DIAGNOSIS MODELS AND TESTS

Course Description

Basic concepts related to special ability; Place and importance of special ability in education; Qualities that should be found in individuals with special abilities (talent and skills); Measurment instruments and used to determine individuals with special abilities and properties of such instruments; Psychological, developmental, educational measurement and evaluation approaches and tools for individuals with special abilities; Tools based on traditional approaches to identifying individuals with special abilities (written exams, short answer exams, true-false type tests, multiple choice tests, matching/paring tests, oral examinations, assignments); instruments aimed at recognizing a student through multiple angles (Observation, interview, performance evaluation, file on student productions, research papers, research projects, peer evaluation, self-assessment, attitude Scales); Basic statistical operations on measurement results; Evaluation of learning outcomes, grading; Development of measurement tools related to special education field.

SPECIAL ABILITY DIAGNOSIS MODELS AND TESTS

Evaluation Tools (Active Term)

Course outcomes

1. 01 -
2. 02 -
3. 03 -
4. 04 -
5. 05 -

Course Syllabus

Reference Books & Course Materials

1. 01 Gür,Ç. (2017). Eğitimsel ve Sosyal Duygusal Bakış Açılarıyla Üstün Yetenekli Çocuklar, Anı Yayıncılık
2. 02 Clark,B. (2015) Üstün Zekalı Olarak Büyümek, Nobel Yayınları
3. 03 Webb,T.; Gore,J.L., Amend,E.R. Ve DeVries,A.R. (2016). Üstün Yetenekli Çocuklar, Anı Yayıncılık

Learning Outcomes

No learning outcomes have been defined.

Program Outcomes

1. P01 To define current knowledge about special education, teaching as a job, general culture and basic sciences
2. P02 To share results of the evaluation with parents and administration after evaluating levels of students prior to teaching; to prepare and to use individualized education plan based on the results.
3. P03 To use skills and knowledge in job and daily life with considering formal and ethical rules.
4. P04 To use information and communication technologies together with computer software required by the field. (European Computer Driving License”, Advanced Level)
5. P05 To suggest solutions in unexpected situations about special education and teaching as a job.
6. P06 To use skills about self-regulation, learning to learn, critical thinking and creative thinking.
7. P07 To examine and produce new scientific products about special education and teaching as a job.
8. P08 To participate in seminars, conferences, workshops etc. about special education by developing positive attitudes towards life-long learning.
9. P09 To follow new knowledge about special education and teaching as a job and to study in collaboration with colleagues.
10. P10 To be able to follow information in the field and communicate with colleagues by using a foreign language (European Language Portfolio Global Scale”, Level B1).
11. P11 To prepare, apply and administer plans and projects about special education by considering students? socio-economic situations and cultural environment. To share results with society.
12. P12 To use effective communication skills when studying with individuals in special education needs, their families and other experts.
13. P13 To use skills and knowledge to increase social acceptance of individuals in special education needs and to teach communication and social skills.
14. P14 To use values about universal nature of social rights, social justice, quality culture, preserving cultural values, health in work and environmental protection in job and daily life.
15. P15 To make changes in line with all features of students and their needs.

Po-Lo Matrix

The PO-LO matrix has not been populated yet.