ECTS - Developmental Assessment and Observation Techniques
Developmental Assessment and Observation Techniques (CHL303) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Developmental Assessment and Observation Techniques | CHL303 | 5. Semester | 3 | 2 | 0 | 4 | 5 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | Turkish |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Observation Case Study, Problem Solving, Team/Group, Brain Storming, Role Play. |
| Course Lecturer(s) |
|
| Course Objectives | In this course, it is aimed to internalize the assessment methods necessary to understand the developmental characteristics of children, to learn and diversify the assessment methods, to gain an analytical and evidence-based perspective to reveal their educational and developmental basic needs. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Developmental assessment definition, features, application; evaluation inventories, sociometrics, formal and informal tests, screening tests; observation, definition, types, evaluation of observation data, direct observations, time records, time sampling, event sampling, observation, portfolio, anecdotal records, evaluation tools used in the world and in our country, developmental evaluation report preparation. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Course introduction | |
| 2 | Definition of evaluation, benefits, principles, and purposes. | |
| 3 | Types of assessment, prerequisites for assessment, screening assessment | |
| 4 | Evaluation for training monitoring and information gathering | |
| 5 | Diagnostic evaluation, program measurement and accountability evaluation | |
| 6 | Evaluation of planning, evaluation methods, evaluation inventory and sociometry | |
| 7 | Evaluation of planning, evaluation methods, evaluation inventory and sociometry | |
| 8 | Midterm | |
| 9 | Informal tests, standardized tests | |
| 10 | Standardized test examples | |
| 11 | Alternative evaluation methods, performance-based evaluation | |
| 12 | Alternative assessment methods, game-based assessment | |
| 13 | Homework presentation | |
| 14 | Homework presentation | |
| 15 | Overview | |
| 16 | Final Exam |
Sources
| Course Book | 1. Erken Çocuklukta Değerlendirme |
|---|---|
| 2. Multicultural Children in the Early yaers | |
| 3. In the Spirit of the Studio, Laerning from the Atelier of Reggio Emilia | |
| 4. Early Childhood Education | |
| 5. The Hundred languages of Children, The Reggio Emilia Approach Advanced reflections | |
| 6. Early Childhood Education, Birth-8 | |
| 7. Çocuk Gelişimi ve Eğitimi |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 15 | 5 |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 2 | 9 |
| Presentation | 2 | 9 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 20 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 21 | 93 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | To have basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | X | ||||
| 2 | To be able to understand the basic concepts, approaches and theories in the field of child development, to associate them with current life, national and international developments. | X | ||||
| 3 | To be able to use sciences such as health, education, and psychology along with the basic knowledge and skills of the discipline of child development. | X | ||||
| 4 | To be able to identify the problems encountered and develop solutions based on the knowledge and skills required by the discipline of child development. | X | ||||
| 5 | To be able to independently carry out the necessary work as an individual and as a team member, and take responsibility in the practices related to child development education in preschool education institutions, private education institutions and health institutions | X | ||||
| 6 | To be able to have the necessary basic knowledge for applications in preschool education institution, private education institution and health institutions related to child development education. | X | ||||
| 7 | To be able to determine the learning needs associated to lifelong learning related to child development and education and to make the necessary guidance. | X | ||||
| 8 | To be able to act in accordance with professional ethics and social-responsibility-understanding in all field practices and social relations of the profession | X | ||||
| 9 | To be able to carry out studies on child development to raise awareness of society and other professional groups . | X | ||||
| 10 | To be able to follow the information in the field and communicate with colleagues by using a universal foreign language. | X | ||||
| 11 | To be able to do resource research for the purpose of accessing information, to use databases, numerical values and other information sources. | X | ||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | X | ||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | X | ||||
| 14 | To be able to show sensitivity to the universality of social rights in the field of child development, protection of quality cultural values, occupational health and safety. | X | ||||
| 15 | To be able to evaluate and prepare the materials required by the field of child development (educational toys, educational books and brochures, game material) and to use them for educational purposes. | X | ||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 5 | 80 |
| Laboratory | |||
| Application | 2 | 3 | 6 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 10 | 2 | 20 |
| Presentation/Seminar Prepration | 1 | 2 | 2 |
| Project | |||
| Report | |||
| Homework Assignments | 2 | 3 | 6 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 5 | 5 |
| Prepration of Final Exams/Final Jury | 1 | 8 | 8 |
| Total Workload | 127 | ||