Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
---|---|---|---|---|---|
Assesment In Specıal Educatıon | OEO 204 | 4 | 3 + 0 | 3 | 4 |
Ön Koşul Dersleri | |
Önerilen Seçmeli Dersler | Special Education Intellectual Disability and Autism Spectrum Disorder |
Dersin Dili | Türkçe |
Dersin Seviyesi | Lisans |
Dersin Türü | Zorunlu |
Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
Dersi Verenler | |
Dersin Yardımcıları | |
Dersin Kategorisi | Alanına Uygun Temel Öğretim |
Dersin Amacı | 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. |
Dersin İçeriği | 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. |
# | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
---|---|---|---|
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, |
Hafta | Ders Konuları | Ön Hazırlık |
---|---|---|
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 |
Kaynaklar | |
---|---|
Ders Notu | |
Ders Kaynakları | 1- Avcıoğlu, H. (2011). Özel eğitime gereksinim duyan öğrencilerin eğitsel ve davranışsal değerlendirilmesi. Ankara: Vize Yayıncılık |
Sıra | Program Çıktıları | Katkı Düzeyi | |||||
---|---|---|---|---|---|---|---|
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 |
Değerlendirme Sistemi | |
---|---|
Yarıyıl Çalışmaları | Katkı Oranı |
1. Ödev | 30 |
1. Ara Sınav | 40 |
1. Performans Görevi (Uygulama) | 20 |
1. Kısa Sınav | 10 |
Toplam | 100 |
1. Final | 40 |
1. Yıl İçinin Başarıya | 60 |
Toplam | 100 |
AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
---|---|---|---|
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 |
Toplam İş Yükü | 92 | ||
Toplam İş Yükü / 25 (Saat) | 3,68 | ||
Dersin AKTS Kredisi | 4 |