Course Objectives:
To provide students with knowledge and skills about the scope, purpose, method and approaches of the evaluation of the program, which is a dimension of program development.
Course Content:
The relationship between program development and program evaluation, the need for program evaluation, program evaluation approaches, program evaluation models, difficulties encountered in program evaluation, examination of major program evaluation studies in the world and in Turkey.
Course Methodology:
1: Lecture, 2: Case study, 3: Problem solving 4:Discussion 5:Simulation 6: Group work
Course Evaluation Methods:
1. Written exam 2. Multiple choice test 3. Space filling 4. True / False 5. Oral exam 6. Portfolio
Vertical Tabs
Dersin Öğrenme Çıktıları
| Learning Outcomes of the Course | Program Learning Outcomes | Teaching Methods | Assessment Methods |
| 1)Students explain the basic concepts of program evaluation and aims of program evaluation in education. | 1,2,3,8 | 1,4,6 | 1,2,4,5 |
| 2)Students can explain the program evaluation process. | 1,2,3,8 | 1,4,6 | 1,2,4,5 |
| 3)Students discuss the program evaluation studies in Turkey and in the world according to developmental characteristics. | 1,2,3,8 | 1,4,6 | 1,2,4,5 |
| 4)Students can analyze the differences between curriculum evaluation approaches and models. | 1,2,3,8 | 1,4,6 | 1,2,4,5 |
Dersin Akışı
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction to the course, providing general awareness of the basic concepts of the course | |
| 2 | Explanation of the concepts of education program, curriculum development, program evaluation with examples | |
| 3 | General historical process of program evaluation | |
| 4 | Philosophical, sociological and psychological dimensions of program evaluation | |
| 5 | Program evaluation methods | |
| 6 |
Goal Based Assessment (Tyler) Model
Metfesel- Michael Program Evaluation Model |
|
| 7 |
Differences Approach (Provus) Model
Consumer Oriented- Michael Scriven Model |
|
| 8 |
The Fit Probability (Robert E. Stake) Model
Alkin UCLA Assessment Model |
|
| 9 |
Saylor, Alexander and Lewis Model, Eisner Educational Criticism Model
Özcan Demirel- Analytical Program Evaluation Model |
|
| 10 | Dart Normative Program Evaluation Approach, Theory Based Evaluation | |
| 11 |
Comparison of Program Evaluation Models
Examination of national and international program evaluation examples |
|
| 12 | Standards of program evaluation and problems encountered | |
| 13 | Recent programs in Turkey based on 21st century skills | |
| 14 | Discussion of student assignments | |
| 15 | Final | |
Kaynaklar
| RECOMMENDED RESOURCES | |
| Lecture Notes | |
| Additional Resources |
Erden, M. (1998). Eğitimde program değerlendirme. Ankara: Anı Yayıncılık.
Fitzpatrick, J.L., Sanders, J.R., & Worthen, B.R. (2017). Program evaluation: Alternative approaches and practical guidelines. Pearson Education Ornstein, C. Alan; Hunkins, Francis P.(2018).Curriculum foundations, principles,and issues. Pearson Pub. |
Materyal Paylaşımı
| MATERIAL SHARING | |
| Documents | Shared in-class / via e-mail. |
| Assignments | |
| Exams | |
Değerlendirme Sistemi
| ASSESSMENT | ||
| In-term Studies | Number | Percentage |
| Mid-term(s) | - | - |
| Assignments | 2 | %50 |
| Final | 1 | %50 |
| TOTAL | %100 | |
| Contribution Of Final Examinatıon To Overall Grade | %50 | |
| Contribution Of In-Term Studies To Overall Grade | %50 | |
| TOTAL | %100 | |
Dersin Program Çıktılarına Katkısı
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Understanding and the history, principles and philosophy of curriculum and instruction and being able to use them | X | |||||
| 2 | To be aware of the national and international current developments and implementations, | X | |||||
| 3 | To know the variables involved in teaching-learning process and to design the lessons in the light of them. | X | |||||
| 4 | To know the scientific research methods necessary for his/her personal and academic development and to have the ability to apply them as carrying out research studies and reporting their findings in the field of curriculum and instruction. | X | |||||
| 5 | To be able to use information and communication technologies efficiently for his/her personal and academic development and the analysis of the data collection. | X | |||||
| 6 | To know and make use of the theories related to development, learning and personal growth for life-long positive development. | X | |||||
| 7 | To be equipped with the necessary teaching-learning qualifications as well as the necessary skills to develop them professionally. | X | |||||
| 8 | To know the principles and techniques of curriculum and syllabus evaluation and to be able to evaluate the curriculum and syllabus in the light of them. | X | |||||
| 9 | To grasp and to apply the social, cultural and societal responsibilities and to be able to act upon these properties. | X | |||||
| 10 | To understand the properties and structure of projects based upon needs and to be able to run the project process in line with these properties. | X | |||||
AKTS İş Yükü Tablosu
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 15x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 3 | 45 |
| Mid-Term(s) | 1 | 12 | 12 |
| Quiz(es) | - | - | - |
| Assignment(s) | 2 | 6 | 12 |
| Final | 1 | 12 | 12 |
| Total Work Load | 148 | ||
| Total Work Load / 25 (h) | 5,92 | ||
| ECTS Credit of the Course | 6 | ||