Course Language:
İngilizce
Course Objectives:
The tools, methods and approaches for evaluation in the special education process are to be obtained and to provide opportunities for effective use in accordance with the purpose.
Course Content:
Basic concepts; legal and philosophical foundations of evaluation; objectives of evaluation; medical, developmental, psychological and educational assessment; evaluation process: screening, diagnostics, placement, programming and evaluation of the program; pre-submission process in evaluation; submission and detailed evaluation process; formal assessment methods; informal assessment methods; curriculum-based assessment; observation; skills analysis; criterion-dependent tests; study case analysis; performance evaluation; reporting the evaluation process; developing measurement tools: preparing, applying, interpreting, using the obtained data to determine students' performance and development in various teaching areas.
Vertical Tabs
Course Learning Outcomes
|
Learning Outcomes
Students, |
Program Outcomes | Teaching Methods | Assessment Methods |
| 1)Identify the ethical/legal issues affecting administration of assessments. | 1,4,10 | 1,2,3,4 | 1 |
| 2) Demonstrate an understanding and purpose of specific assessment instruments. | 3,8 | 2.5.6 | 1 |
| 3) Identify assessment tools and methods are used to assess students who may have difficulties in reading math, written expression, oral language or social/emotional functioning. | 1,3,4,10 | 1,4,5,6 | 2 |
| 4) Demonstrate an understanding of how individual differences such as cultural/linguistic backgrounds and socioeconomic status effect interpretation of assessment results. | 1,8,10 | 2,3,4 | 1,2 |
| 5) Demonstrate knowledge of the RTI process and how it impacts referral for special education services. | 8,9,10 | 1,2,3,4 | 1 |
| 6) Administer selected assessment instruments following standardized procedures. | 8 | 2,5,6 | 1,2,3 |
| 7) Transcribe and score assessment protocols/results from assessment instruments, including computer scoring. | 8,12 | 5,6 | 2,3 |
| 8)Write Individualized Education Program goals and objectives from assessment results. | 5,9 | 2,3,4,5 | 2,3 |
| 9. Identify the appropriate components of the transition planning process. | 5,9 | 1,2,4,6 | 2 |
Course Flow
| COURSE WORK CALENDER | ||
| Week | Topics | Preparation |
| 1 | Legal/Ethical Issues in Assessment | |
| 2 | Special Education Referral Process | |
| 3 | Administration of Tests | |
| 4 | Cultural Considerations | |
| 5 | Test Score Review | |
| 6 | Assessment of Oral Language/Vocabulary | |
| 7 | Assessment of Reading | |
| 8 | Test Administration | |
| 9 | Assessment of Written Language | |
| 10 | Visual-Motor Skills | |
| 11 | Assessment of Mathematics | |
| 12 | Behavior Measures; Adaptive | |
| 13 |
|
|
| 14 | Social Skills Measures; | |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Homework | 1 | 25 |
| Mid-Term | 1 | 25 |
| Final | 1 | 50 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 50 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Have knowledge about disability groups in special education field and have information about individual, educational and social effects of disability. | X | |||||
| 2 | It takes an active role in raising awareness of the society and making a difference about the legal rights and needs of individuals in need of special education. | ||||||
| 3 | Knows and uses appropriate teaching strategies and methods in subjects such as mathematics, science and social studies in primary and secondary education programs. | X | |||||
| 4 | It cooperates effectively with school / institution staff, experts, families and individuals in the community in order to ensure that the students gain the highest level during the special education process. | X | |||||
| 5 | Develops and implements Individualized Family Service Program (BAHP), Individualized Education Program (IEP) and Individualized Transition Plans (IEP), which are prepared by considering the needs of individuals and MONE curricula within the framework of special education laws. | X | |||||
| 6 | Knows and applies scientifically based approaches and methods in order to attain the achievements stated in the direction of IEP targets at the highest level and to ensure accessibility to MEB curriculum. | ||||||
| 7 | Knows, develops and adapts to the individual needs of educational materials, current technology and other resources appropriate to the curriculum and IEP objectives. | ||||||
| 8 | It organizes, analyzes and interprets evaluation data obtained from various sources and makes and evaluates the educational evaluation of individuals by using various techniques and methods. | X | |||||
| 9 | Evaluates individuals' learning using appropriate assessment tools and makes educational decisions based on data. | X | |||||
| 10 | Improves professional knowledge by following national and international developments in the field of special education and contributes to the development of special education field by using scientific research methods. | X | |||||
| 11 | Knows the basic values and principles on which the Turkish education system is based, its aims, structure and legislation (laws, regulations, circulars, etc.) and the historical development of special education. | ||||||
| 12 | Uses technology effectively in designing, implementing and evaluating learning environments and activities. | X | |||||
| 13 | Creates, manages and maintains culturally integrative learning environments that reflect respect, trust, interest and ethical behavior, value individuals' life experiences and developmental characteristics. | ||||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 2 | 30 |
| Mid-terms | 1 | 1 | 4 |
| Kısa Sınav | 1 | 1 | 4 |
| Ödev | 1 | 2 | 2 |
| Final examination | |||
| Total Work Load | 79 | ||
| Total Work Load / 25 (h) | 3,1 | ||
| ECTS Credit of the Course | 3 | ||