COURSE UNIT TITLE

: ALTERNATIVE ASSESSMENT IN SCIENCE EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IFE 5000 ALTERNATIVE ASSESSMENT IN SCIENCE EDUCATION ELECTIVE 3 0 0 8

Offered By

Science Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

PROFESSOR MEHMET ŞAHIN

Offered to

Science Teacher Education

Course Objective

This course prepares prospective science teachers to assess student knowledge, strategies and skills in science. The course also prepares students to select assessment strategies and develop instruments that accurately assess students' science learning. Student teachers will study the purposes and role of assessment in learning. Pre-service teacher experiences will include strategies which lead to the development of effective alternative assessment techniques.

Learning Outcomes of the Course Unit

1   Understand the relationship between Measurement-Assessment and Learning
2   Understand the various types and purposes of alternative assessments
3   Demonstrate knowledge of traditional and alternative assessment strategies appropriate to science students.
4   Employ a variety of assessment strategies congruent with instructional goals to determine students science learning.
5   Demonstrate knowledge of performance-based, alternative, and authentic assessment strategies
6   Design and apply alternative assessment forms in science classes

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Assessment Overview & General Introduction
2 The Relationship between Science Learning and Its Assessment
3 Alternative Assessment Approaches in Science Education Literature
4 Comparison of Traditional and Alternative Assessments in Science Education
5 Diagnostic-Formative-Summative Assessments in Science Education
6 Alternative-Authentic-Performance-based assessments in Science Education
7 Characteristics of Alternative Assessment -Basic steps in developing alternative assessments
8 Midterm Exam
9 Alternative assessment strategies: open-ended questions, essays, exhibits
10 Alternative assessment strategies: oral presentations, demonstrations, experiments
11 Alternative assessment strategies: computer simulations, portfolios and projects, etc.
12 Validity & Reliability in alternative assessment
13 Presentations of student-created alternative assessment tools
14 Presentations of student-created alternative assessment tools
15 Final Exam

Recomended or Required Reading

Related literature.
WWW
Joel J. Mintzes, James H. Wandersee and Joseph D. Novak (Eds.). 2005. Assessing Science Understanding. A Human Constructivist View. Academic Press.
Ogan-Bekiroglu, F. (2004). Ne kadar başarılı Klasik ve alternatif ölçme-değerlendirme yöntemleri ve fizikte uygulamalar, Ankara: Nobel Yayın.
Shavelson R J, Baxter G P and Pine J 1991 Performance assessment in science Appl. Meas. Educ. 4 347
STEPHEN KLASSEN. Contextual Assessment in Science Education: Background, Issues, and Policy. Sci Ed 90:820 851, 2006.
Maclellan, E. (2004). How convincing is alternative assessment for use in higher education Assessment & Evaluation in Higher Education, 29 (3), 311-321.
Nickelson, D. (2004). Portfolios in physics. The Science Teacher, 52-55.
Slater, T. F. (1996). Portfolio assessment strategies for grading first-year university physics students in the USA. Physics Education, 31, 82-86.

Planned Learning Activities and Teaching Methods

Readings from the literature, Research, Online participation in class discussions, Question-Answer, Group Work, Lecture.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 FCG FINAL COURSE GRADE
3 FCG FINAL COURSE GRADE MTEG * 0.40 + FCG * 0.60
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.40 + RST * 0.60


*** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

In-class participation in discussions and writing comments to each week s readings, write a philosophy of assessment paper including rationale and literature support for your assessment philosophy, students will create a performance-based activity with assessment instrument(s) for use in the classroom, including curriculum connections, performance-based learning tasks, authentic assessments, rubric creation/scoring.

Assessment Criteria

In-class participation in discussions and writing comments to each week s readings, write a philosophy of assessment paper including rationale and literature support for your assessment philosophy, students will create a performance-based activity with assessment instrument(s) for use in the classroom, including curriculum connections, performance-based learning tasks, authentic assessments, rubric creation/scoring.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

mehmet.sahince@gmail.com

Office Hours

weekdays - working hours

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparations before/after weekly lectures 13 6 78
Preparation for midterm exam 1 10 10
Preparation for final exam 1 10 10
Preparing assignments 5 10 50
Preparing presentations 1 10 10
Final 1 1 1
Midterm 1 3 3
TOTAL WORKLOAD (hours) 201

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6
LO.1445
LO.2445
LO.3445
LO.4445
LO.5445
LO.6445

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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