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 | EğITIM TEKNOLOJILERI TEZLI YüKSEK LISANS | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | OZAN COŞKUNSERÇE (coskunserce@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | |||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| In this course, it is aimed to gain knowledge and skills in the subjects of instructional environment, learner, content and task analysis, instructional principles, methods and strategies used in educational environments, evaluation models of the applied curriculum or instructional design. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | can describe the basic concepts of educational environments and curriculum evaluation. |
PO-1 Has theoretical and applied knowledge about educational technologies. |
Presentation |
| LO-2 | can explain instructional. principles and methods. |
PO-1 Has theoretical and applied knowledge about educational technologies. PO-5 Has scientific and analytical thinking skills. |
Presentation |
| LO-3 | can compare and contrast curriculum evaluation models. |
PO-1 Has theoretical and applied knowledge about educational technologies. PO-5 Has scientific and analytical thinking skills. |
Presentation Term Paper |
| LO-4 | can evaluate the curriculum applied/the instructional design prepared and applied using an appropriate model. |
PO-1 Has theoretical and applied knowledge about educational technologies. PO-5 Has scientific and analytical thinking skills. PO-8 Evaluates the studies on educational technologies with a critical perspective, taking into account ethical values. |
Presentation Term Paper |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| This course includes educational environment, learner, content and task analysis, instructional principles, methods and strategies used in education, evaluation models of applied curriculum or instructional design (objective-based evaluation model, evaluation based on curriculum elements, Stake’s model, Provus’ approach, Metfessel-Michael model, Stufflebeam (Context, Input, Process, Product-CIPP) model, Eisner's model and authentic assessment). | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Basic concepts of instruction | Lecture, Question & Answer, Discussion |
| 2 | Instructional principles and methods | Lecture, Literature review, Question & Answer, Discussion |
| 3 | The purposes of curriculum evaluation in education | Lecture, Literature review, Question & Answer, Discussion |
| 4 | Instructional design and curriculum evaluation | Lecture, Literature review, Question & Answer, Discussion |
| 5 | Objective-based evaluation model | Lecture, Literature review, Question & Answer, Discussion |
| 6 | Evaluation based on curriculum elements | Lecture, Literature review, Question & Answer, Discussion |
| 7 | Evaluation based on curriculum elements | Lecture, Literature review, Question & Answer, Discussion |
| 8 | mid-term exam | |
| 9 | Stake’s evaluation model | Lecture, Literature review, Question & Answer, Discussion |
| 10 | Provus’ evaluation model | Lecture, Literature review, Question & Answer, Discussion |
| 11 | Metfessel-Michael evaluation model | Lecture, Literature review, Question & Answer, Discussion |
| 12 | Stufflebeam Context, Input, Process, Product (CIPP) model | Lecture, Literature review, Question & Answer, Discussion |
| 13 | Eisner’s evaluation model | Lecture, Literature review, Question & Answer, Discussion |
| 14 | Authentic evaluation | Lecture, Literature review, Question & Answer, Discussion |
| 15 | Comparing and contrasting evaluation models | Lecture, Literature review, Question & Answer, Discussion |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Yüksel, İ. & Sağlam, M. (2012). Eğitimde program değerlendirme. Ankara: Pegem A Yayıncılık. | |
| 2 | Sönmez, V. & Alacapınar, F. G. (2015). Örnekleriyle eğitimde program değerlendirme. Ankara: Anı Yayıncılık. | |
| 3 | Erden, M. (1998). Eğitimde program değerlendirme (3. Baskı). Ankara: Anı Yayıncılık. | |
| Required Course instruments and materials | ||
| Coursebooks, Computer | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | |||
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | 8 | 1 | 20 |
| 5.Report | 8 | 1 | 20 |
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | 16 | 1 | 60 |
| 9.Project | |||
| final exam | |||
| 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 | 14 | 42 |
| b) Search in internet/Library | 3 | 14 | 42 |
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 4 | 6 | 24 |
| e) Term paper/Project | 5 | 6 | 30 |
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 0 | ||
| mid-term exam | 0 | ||
| Own study for final exam | 0 | ||
| final exam | 0 | ||
| 0 | |||
| 0 | |||
| Total work load; | 180 | ||