
Course Title : Planning and Evaluation I (Preschool Education) | ||||||||
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Code | Course Type |
Regular Semester |
Lecture (hours/week) |
Seminar (hours/week) |
Lab (hours/week) |
Credits | ECTS | |
PRD 223-1 | B | 3 | 3 | 0 | 0 | 3.00 | 5 | |
Lecturer and Office Hours | ||||||||
Teaching Assistant and Office Hours | ||||||||
Language | English, Turkish | |||||||
Course Level | ||||||||
Description | ||||||||
Objectives | ||||||||
Course Outline | ||||||||
Week | Topics | |||||||
1 | Introduction to assessment .Introduction to the course,introduction to course syllabus ,student advising about the requirements of the course | |||||||
2 | A comprehensive assessment system for birth through preschool | |||||||
3 | Developing family partnerships in assessment | |||||||
4 | Observation as the key method in the system | |||||||
5 | Using basic concepts of measurement | |||||||
6 | Testing.Choosing the right measure | |||||||
7 | Using alternative assessment strategies .Record keeping, reporting and collaborating with familjes and others. | |||||||
8 | Mid term exam | |||||||
9 | Building a child study | |||||||
10 | Special issues in infant and toddler assessment | |||||||
11 | Issues in preschool assessment | |||||||
12 | Assessing teaching level.Informal evaluation, learner outcomes,using nacional standards to develop checklists, inclusion of children with disabilities in assessment | |||||||
13 | Involving children in portfolio data collection | |||||||
14 | Standards-based teaching | |||||||
15 | Achievement testing | |||||||
16 | Final Exam | |||||||
Prerequisites | ||||||||
Textbook | ||||||||
Other References | ||||||||
Laboratory Work | ||||||||
Computer Usage | ||||||||
Other | ||||||||
Learning Outcomes and Competences | ||||||||
1 | critically compare the purpose, value and use of formal and informal observation and assessment strategies and ethical implications within cultural and social contexts in early childhood settings. | |||||||
2 | describe and evaluate the characteristics, strengths and limitations of common assessment tools with all children’s developmental, cultural and linguistic characteristics. | |||||||
3 | demonstrate systematic observation methods to provide data to assess the impact of the environment, interactions and curriculum on all domains of children’s learning and development | |||||||
4 | assess the value of partnerships with families and other professionals in utilizing interpretations of observational data to inform teaching responses and strategies. | |||||||
5 | embed activities related to assessment within play-based environments, curriculum and care routines for typically and atypically developing children. | |||||||
Course Evaluation Methods | ||||||||
In-term studies | Quantity | Percentage | ||||||
Midterms | 1 | 25 | ||||||
Quizzes | 0 | 0 | ||||||
Projects | 1 | 10 | ||||||
Term Projects | 1 | 10 | ||||||
Laboratory | 0 | 0 | ||||||
Attendance | 1 | 10 | ||||||
Contribution of in-term studies to overall grade | 55 | |||||||
Contribution of final examination to overall grade | 45 | |||||||
Total | 100 | |||||||
ECTS (Allocated Based on Student) Workload | ||||||||
Activities | Quantity | Duration (hours) |
Total Workload (hours) |
|||||
Course Duration (Including the exam week : 16 x Total course hours) | 16 | 3 | 48 | |||||
Hours for off-the-classroom study (Pre-study, practice) | 14 | 3 | 42 | |||||
Assignments | 2 | 7 | 14 | |||||
Midterms | 1 | 6 | 6 | |||||
Final examination | 1 | 8 | 8 | |||||
Other | 0 | 0 | 0 | |||||
Total Work Load | 118 | |||||||
Total Work Load / 25 (hours) | 4.72 | |||||||
ECTS | 5 |
Get Syllabus PDF (Albanian) Get Syllabus PDF (English)