Course Name Code Semester T+U Hours Credit ECTS
Assesment In Special Education OEO 204 4 3 + 0 3 4
Precondition Courses
Recommended Optional Courses <p>Special Education</p> <p>Intellectual Disability and Autism Spectrum Disorder</p>
Course Language Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Dr.Öğr.Üyesi AHMET FİDAN
Course Lecturers
Course Assistants
Course Category Available Basic Education in the Field
Course Objective

To give knowledge and skill about behavior and the functions of behaviors. To give knowledge about functional analysis on application level. To give knowledge about functional assessment on application level.

Course Content

Assessment and evaluation concepts in special education, the aims of assessment in special education, educational and medical assessment approaches, educational and behavioral assessment applications in Turkey and developed countries, the steps of educational assessment, formal and informal assessment techniques, techniques that can be used for assessing and recording mono-step and chain behaviors; interpreting, reporting and using assessment data in education, tracking and assessing Individualized Educational Programs.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Students define the aim of educational and behavioral assessment Lecture, Question-Answer, Testing,
2 Students explain the medical diagnosis and educational assessment Lecture, Question-Answer, Testing,
3 Students explain formal tests Lecture, Question-Answer, Testing,
4 Students apply informal assessment techniques Lecture, Question-Answer, Drilland Practice, Testing, Homework, Portfolio,
5 Students develop criterion referenced test Lecture, Question-Answer, Drilland Practice, Performance Task,
6 Students reports the results of assessment Drilland Practice, Homework, Portfolio,
7 Students write a performance report of a student with disability Question-Answer, Drilland Practice, Homework,
Week Course Topics Preliminary Preparation
1 Aim of assessment in special education
2 Educational assessment process
3 Diagnostic Models
4 Formative assessment
5 Formative assessment instruments
6 Informal assessment
7 Observation
8 Interview
9 Checklists
10 Curriculum based measurement
11 Criterion referenced test
12 Developing criterion referenced based test
13 Indicating performance of a student using various asseesment instruments
14 Writing performance report
Course Notes
Course Resources

1- Avcıoğlu, H. (2011). Özel eğitime gereksinim duyan öğrencilerin eğitsel ve davranışsal değerlendirilmesi. Ankara: Vize Yayıncılık

2-Erbaş D. ve diğ. (2005) İşlevsel değerlendirme. Ankara: Kök yayıncılık

3-Kargın, T. (2010). Değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama. Sucuoğlu, B. ve Kargın, T. (Ed). İlköğretim´de Kaynaştırma Uygulamaları. Ankara: Kök Yayıncılık

4-McLoughlin, J.A., Lewis, R.B. (2004). Özel Gereksinimli Öğrencilerin Ölçümlenmesi. Gündüz Eğitim ve Yayınları
5-Sola-Özgüç, C. ve Gümüş, T. (2012). Sosyal becerilerin değerlendirilmesi. Sezgin Vuran (Ed). Sosyal Yeterliklerin Geliştirilmesi. Ankara : Vize Yayıncılık, 978-605-4551-45-3.

Order Program Outcomes Level of Contribution
1 2 3 4 5
1 Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences. X
2 Learner feels ready to work with individual with developmental disabilities, and has effective communication skills. X
3 They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs. X
4 They inform to audiences about special education and teaching skills, explain thinks to them. X
5 They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually. X
6 They take the responsibiliy of unexpected events in his job and try to find solutions. X
7 They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment. X
8 They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1). X
9 Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result. X
10 X
11 X
12 X
13 X
14 X
15 X
Evaluation System
Semester Studies Contribution Rate
1. Ödev 30
1. Ara Sınav 40
1. Performans Görevi (Uygulama) 20
1. Kısa Sınav 10
Total 100
1. Final 40
1. Yıl İçinin Başarıya 60
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 14 3 42
Mid-terms 1 10 10
Quiz 2 5 10
Assignment 1 15 15
Performance Task (Field Study) 1 15 15
Total Workload 92
Total Workload / 25 (Hours) 3.68
dersAKTSKredisi 4