CEIT341 MEASUREMENT AND EVALUATION
| Course Code: | 4300341 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 5.0 |
| Department: | Computer Education and Instructional Technology |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assoc.Prof.Dr. ERKAN ER, Lecturer Dr. SİBEL DOĞAN |
| Offered Semester: | Fall Semesters. |
Course Objectives
1. Distinguish the main concepts: Assessment, Measurement, Evaluation, and Testing
2. List general principles of assessment
3. Describe the differences between various types of tests and assessments
- Maximum performance vs. Typical performance tests
- Fixed-choice vs. Complex-performance tests
- Placement, Formative, Diagnostic, and Summative assessments
- Norm referenced vs. Criterion referenced measurement
4. Describe and explain multiple uses of technology for assessment
5. Write general and specific educational objectives using Bloom’s Taxonomy of Educational Objectives
6. Conduct basic descriptive statistical analyses
- Identify three types of statistical measures (central tendency, variability, correlation/regression)
- Produce frequency tables and graphs using given data.
- Calculate mean, median, mode, standard deviation.
- Explain the special characteristics of the normal distribution
- Calculate standard scores (Z-score, T-score)
- Identify the uses of different measurement scales (nominal, ordinal, interval, ratio)
7. Explain how to establish the validity of an assessment
- Describe the relationship between reliability and validity
- Explain the nature of validity
- Describe the major considerations in validation
- Describe content, construct, predictive, concurrent validity.
- Describe factors that influence validity
8. Explain how to establish the reliability of an assessment
- Explain the nature of reliability
- Describe how to estimate reliability for Test-retest, Equivalent forms, Test-retest with equivalent forms, Split-half, Kuder-Richardson or coefficent alpha, Interrater
- List the factors influencing reliability
- Describe the interpretation and uses of the standard error of measurement
9. Plan classroom tests and assessments using a table of specifications
10. Construct objective test items
- Describe the uses of various objective test items
- Describe the advantages and limitations of various objective test items
- Construct short-answer items
- Construct true-false or alternative-response items
- Construct matching exercises
- Construct multiple choice questions
11. Assemble, Administer and Appraise Classroom Tests and Assessments
- Describe procedures for assembling a classroom test including arranging items and preparing directions
- Describe procedures for administering a classroom test
- Conduct and interpret item analysis
12. Grade and report assessment results
- Identifies Types of Grading and Reporting Systems
- Perform assigning letter grades
13. Measure complex achievement
- Essays
- Observations
- Interviews
- Performance-based assessment
- Portfolio assessment
- Rubric development
14. Describe the uses of achievement and aptitude tests
Course Content
This course is designed to provide introductory measurement and evaluation knowledge and skills for prospective teachers. The main topics of the course are: Educational testing and assessment in teaching, instructional goals and objectives, validity, reliability, constructing test items, measuring complex achievement, portfolios, assessment procedures, administering tests and assessments, grading and reporting, achievement and aptitude tests. This course also provides necessary information on descriptive statistics.
Course Learning Outcomes
Upon completing a course/learning process successfully, students will be able to:
- Plan and develop valid and reliable tests and assessments
- Effectively administer tests and assessments
- Conduct descriptive statistical analyses on results
- Grade students’ performances
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | They have the skill and knowledge to use information technologies. | ✔ | |||
| 2 | They use information technology to access information, and they analyze, synthesize, and evaluate knowledge by adapting to new situations. | ✔ | |||
| 3 | They use strategies and techniques based on learning theories and apply them to solve instructional problems in a systemic and systematic way | ✔ | |||
| 4 | They have skill and knowledge in analysis, design, development, implementation and evaluation in instructional design process. | ✔ | |||
| 5 | They implement learning-teaching methods and techniques in computer education. | ✔ | |||
| 6 | They have knowledge, skill and competency about computer hardware, operating systems, computer networks and programming languages. | ✔ | |||
| 7 | They determine measurement and evaluation methods and techniques used in computer education. | ✔ | |||
| 8 | They have the ability to conduct and present results of intra-disciplinary and inter-disciplinary researches in the field of instructional technology. | ✔ | |||
| 9 | They comprehend project management processes and implement and present projects electronically. | ✔ | |||
| 10 | They have critical thinking and problem solving skills. | ✔ | |||
| 11 | They have social communication and cultural exchange skills. | ✔ | |||
| 12 | They have legal knowledge, skills and attitudes required for teaching profession and apply them in the learning environment. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution