Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 1 / Spring Semester | ||||
| Level of Course | 2nd Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | EĞİTİM PROGRAMLARI VE ÖĞRETİM (TEZSİZ YÜKSEK LİSANS) | ||||
| Pre-requisities and Co-requisites | CURRICULUM DEVELOPMENT IN EDUCATION, | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | ERGİN ERGİNER (erginerginer@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | HASAN HÜSEYİN KILINÇ, | ||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| The aim of this course is to evaluate the design or applied curriculum and gain skills for its development. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | can explain the basic concepts of program evaluation. |
PO-1 Defines basic concepts related to curriculum development in education. PO-2 Correlates theoretical foundations (philosophical, social, economic etc.) of curriculum development in education. PO-3 Recognizes basic components that are composed of objectives, content, learning-teaching process and their features PO-4 Determines problems related to the field of curriculum and instruction. PO-5 Utilizes theoretical and practical knowledge acquired in the field professionally in the studies within the scope of curriculum development in education. PO-6 Follows national/international scientific and current developments in the field and reflects them on studies and research in the field. PO-7 Evaluates national and international curriculum by considering learning teaching theories, approaches and principals in the field. PO-8 Integrates knowledge of different disciplines with the knowledge acquired in the field by relating education that is a dynamic field to the basic disciplines that influence it. PO-9 Uses information and communication technologies in theoretical and applied studies in an advanced level. PO-10 Program development and evaluation of domestic and abroad, located problems with, evaluate developments and innovations. PO-11 Analyses the educational systems in Turkey and worldwide by comparing them. PO-12 Carries out a study requiring speciality in the field independently. PO-13 Evaluate to curricula are being implemented in Turkey PO-14 Writing report accordance with the principles of scientific research techniques and spelling |
Presentation Performance Project Term Paper Practice Exam |
| LO-2 | can make a decision about the evaluation of the program. |
PO-1 Defines basic concepts related to curriculum development in education. PO-2 Correlates theoretical foundations (philosophical, social, economic etc.) of curriculum development in education. PO-3 Recognizes basic components that are composed of objectives, content, learning-teaching process and their features PO-4 Determines problems related to the field of curriculum and instruction. PO-5 Utilizes theoretical and practical knowledge acquired in the field professionally in the studies within the scope of curriculum development in education. PO-6 Follows national/international scientific and current developments in the field and reflects them on studies and research in the field. PO-7 Evaluates national and international curriculum by considering learning teaching theories, approaches and principals in the field. PO-8 Integrates knowledge of different disciplines with the knowledge acquired in the field by relating education that is a dynamic field to the basic disciplines that influence it. PO-9 Uses information and communication technologies in theoretical and applied studies in an advanced level. PO-10 Program development and evaluation of domestic and abroad, located problems with, evaluate developments and innovations. PO-11 Analyses the educational systems in Turkey and worldwide by comparing them. PO-12 Carries out a study requiring speciality in the field independently. PO-13 Evaluate to curricula are being implemented in Turkey PO-14 Writing report accordance with the principles of scientific research techniques and spelling |
Laboratory Exam Presentation Performance Project Term Paper Practice Exam |
| LO-3 | can work on a project related to program evaluation |
PO-1 Defines basic concepts related to curriculum development in education. PO-2 Correlates theoretical foundations (philosophical, social, economic etc.) of curriculum development in education. PO-3 Recognizes basic components that are composed of objectives, content, learning-teaching process and their features PO-4 Determines problems related to the field of curriculum and instruction. PO-5 Utilizes theoretical and practical knowledge acquired in the field professionally in the studies within the scope of curriculum development in education. PO-6 Follows national/international scientific and current developments in the field and reflects them on studies and research in the field. PO-7 Evaluates national and international curriculum by considering learning teaching theories, approaches and principals in the field. PO-8 Integrates knowledge of different disciplines with the knowledge acquired in the field by relating education that is a dynamic field to the basic disciplines that influence it. PO-9 Uses information and communication technologies in theoretical and applied studies in an advanced level. PO-10 Program development and evaluation of domestic and abroad, located problems with, evaluate developments and innovations. PO-11 Analyses the educational systems in Turkey and worldwide by comparing them. PO-12 Carries out a study requiring speciality in the field independently. PO-13 Evaluate to curricula are being implemented in Turkey PO-14 Writing report accordance with the principles of scientific research techniques and spelling |
Presentation Performance Project Term Paper Practice Exam |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| What is program evaluation? What is it not? The need for program evaluation. Thinking on the appropriate evaluation model Decision making on the appropriate evaluation model or modeling a new evaluation approach. Program evaluation studies in Turkey. Program evaluation approaches and models in the world. | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | What is program evaluation? What is it not? | Socratic method, brainstorming |
| 2 | What is program evaluation? What is it not? | Concept map |
| 3 | The need for program evaluation. | Discussion |
| 4 | Thinking on the appropriate evaluation model | Brainstorming |
| 5 | Thinking on the appropriate evaluation model | Brainstorming, Six thinking hats |
| 6 | Decision making on the appropriate evaluation model or modeling a new evaluation approach. | Brainstorming, If you were, what would you do in this situation? |
| 7 | Decision making on the appropriate evaluation model or modeling a new evaluation approach. | Brainstorming, Case study |
| 8 | mid-term exam | |
| 9 | Program evaluation studies in Turkey. | Presentation |
| 10 | Program evaluation studies in Turkey. | Presentation |
| 11 | Program evaluation approaches and models in the world. | Presentation, Socratic method |
| 12 | Program evaluation approaches and models in the world. | Presentation, Socratic method |
| 13 | Program evaluation approaches and models in the world. | Presentation, Socratic method |
| 14 | Program evaluation approaches and models in the world. | Presentation, Socratic method |
| 15 | Program evaluation approaches and models in the world. | Presentation, Socratic method |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Cronbach, L. J., Ambron, S. R., Dornbusch, S. M., Hess, R. D., Hornik, R. C., Phillips, D. C., ... & Weiner, S. S. (1980). Toward reform of program evaluation, San Francisco: Jossey-Bass. | |
| 2 | English, F. W., & Kaufman, R. A. (1975). Needs Assessment: A Focus for Curriculum Development. | |
| 3 | Kelly, A. V. (2009). The curriculum: Theory and practice. Sage. | |
| 4 | McDavid, J. C., Huse, I., & Hawthorn, L. R. (2018). Program evaluation and performance measurement: An introduction to practice. Sage Publications. | |
| 5 | Newcomer, K. E., Hatry, H. P., & Wholey, J. S. (2015). Handbook of practical program evaluation. John Wiley & Sons. | |
| 6 | Oliva, P. F., & Gordon II, W. R. (2012). Developing the curriculum. Pearson Higher Ed. | |
| 7 | Ornstein, A. C., & Hunkins, F. P. (1988). Curriculum: Foundations, principles, and issues Englewood Cliffs, NJ: Prentice Hall. | |
| 8 | Ornstein, A. C., Pajak, E., & Ornstein, S. B. (2007). Contemporary issues in curriculum. Allyn & Bacon. | |
| 9 | Owen, J. M., & Rogers, P. (1999). Program evaluation: Forms and approaches. Sage. | |
| 10 | Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing quality educational programs. Prentice Hall. | |
| 11 | Pinar, W. F. (2012). What is curriculum theory?. Routledge. | |
| 12 | Pinar, W. F. (2013). International handbook of curriculum research. Routledge. | |
| 13 | Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses (Vol. 17). Peter Lang. | |
| 14 | Posavac, E. J. (2015). Program evaluation: Methods and case studies. Routledge. | |
| 15 | Stake, R. E. (1983). Program evaluation, particularly responsive evaluation. In Evaluation models (pp. 287-310). Springer, Dordrecht. | |
| 16 | Stufflebeam, D. L. (1983). The CIPP model for program evaluation. In Evaluation models (pp. 117-141). Springer, Dordrecht. | |
| 17 | Taba, H. (1962). Curriculum Development. Theory and Practice. New York: Harcourt, Brace and World. | |
| 18 | Tyler, R. W. (1949/1969). Basic Principles of Curriculum and Instruction. The University of Chicago Press. Chicago & London. | |
| 19 | Wiles, J. W., & Bondi, J. C. (2014). Curriculum development. Pearson Education. | |
| 20 | Worthen, B. R., Sanders, J. R., & Fitzpatrick, J. L. (1997). Program evaluation. Alternative approaches and practical guidelines, 2. | |
| Required Course instruments and materials | ||
| Smart board, Classroom PC, Student PC and others. | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 1 | 1 | 40 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | |||
| 9.Project | 1 | 20 | |
| final exam | 1 | 1 | 40 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 3 | 14 | 42 |
| Outside Class | |||
| a) Reading | 3 | 7 | 21 |
| b) Search in internet/Library | 3 | 7 | 21 |
| c) Performance Project | 3 | 14 | 42 |
| d) Prepare a workshop/Presentation/Report | 3 | 5 | 15 |
| e) Term paper/Project | 3 | 14 | 42 |
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 2 | 6 | 12 |
| mid-term exam | 1 | 8 | 8 |
| Own study for final exam | 2 | 6 | 12 |
| final exam | 1 | 8 | 8 |
| 0 | |||
| 0 | |||
| Total work load; | 223 | ||