| Kodu |
Dersin Adı |
Yarıyıl |
Süresi(T+U) |
Kredisi |
AKTS Kredisi |
| CGY247E |
DEVELOPMENTAL EVALUATION AND MONITORING |
3 |
3 |
3 |
5 |
DERS BİLGİLERİ |
| Dersin Öğretim Dili : |
İngilizce |
| Dersin Düzeyi |
BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
| Dersin Türü |
Zorunlu |
| Dersin Veriliş Şekli |
- |
| Dersin Koordinatörü |
Assist.Prof. NURTEN ELKİN |
| Dersi Veren Öğretim Üyesi/Öğretim Görevlisi |
Öğr.Gör. ÜNAL ERDEM ELLİ |
| Ders Ön Koşulu |
Yok |
AMAÇ VE İÇERİK |
| Amaç: |
Definition and Importance of Developmental Identification, Definitions and Concepts Related to Developmental Assessment, Principles of Developmental Assessment and Identification, Factors that are Effective in Assessment and Identification, Developmental Screening, Developmental Monitoring and the importance of knowledge, skills and attitudes are aimed to gain. |
| İçerik: |
Definition and Importance of Developmental Identification - Definitions and Concepts Related to Developmental Assessment - Principles of Developmental Assessment and Identification - Factors Affecting Assessment and Identification Developmental Screening - Developmental Monitoring and its Importance - Formal and Informal Assessment - Observation Methods - Final and Approximate Registration - Checklists Portfolio Assessment - Ratio Scales - Ethics of Developmental Assessment - Errors in Developmental Assessment - Developmental identification process and the forms used - Standard Developmental Assessment Tools Widely Used in the World - Standard Developmental Assessment Tools Widely Used in Turkey - Developmental Characteristics of Children, Developmental Assessment with Non-Standard Techniques - Development Report Preparation |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
| Explains the definition and importance of developmental identification. |
| Tells the concepts related to developmental assessment and identification. |
| Explains the importance of recognition and assessment for children with different characteristics. |
| Orders the principles of recognizing and evaluating children. |
| Explains child recognition and developmental assessment methods and techniques. |
| Selects methods, techniques and assessment tools in accordance with the age, characteristics and needs of the child. |
| Demonstrates the ability to use developmental assessment tools effectively. |
| Evaluates developmental assessment with non-standard techniques appropriate to the developmental characteristics of children. |
| Identifies developmental/educational by interpreting assessment results. |
| Performs out applications for evaluation results, reports and guidance. |
| Selects the necessary referrals in accordance with the assessment results. |
| Plans follow-up as a result of developmental assessment and identification. |
| Compares the characteristics of developmental assessment tools commonly used in the world and in Turkey. |
| Analyzes and interprets various cases. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
| Hafta |
Ön Hazırlık |
Konular |
Yöntem |
| 1 |
Literatür tarama |
Tanışma, İzlence ve Ders Tanıtımı, Değerlendirmesinin Önemi |
Anlatım |
| 2 |
Literatür tarama |
Gelişimsel Değerlendirme İle İlgili Tanım ve Kavramlar |
Anlatım |
| 3 |
Literatür tarama, web tabanlı öğrenme |
Gelişimsel Değerlendirme ve Tanımlamada İlkeler |
Anlatım |
| 4 |
Literatür tarama, web tabanlı araştırma |
Test Sonuçlarını Raporlama ve Yorumlama |
Anlatım, tartışma |
| 5 |
Literatür tarama |
Formal ve Informal Değerlendirme |
Anlatım, beyin fırtınası |
| 6 |
Literatür tarama |
Gözlem Çeşitleri I |
Anlatım, tartışma |
| 7 |
literatür tarama, web tabanlı araştırma |
Konu Tekrarı |
Anlatım, beyin fırtınası |
| 8 |
- |
MID-TERM EXAM |
- |
| 9 |
literatür tarama, grup araştırması, web tabanlı araştırma |
Gözlem Çeşitleri II |
Anlatım, tartışma, grup çalışması |
| 10 |
literatür tarama, grup araştırması, web tabanlı araştırma |
Gelişim Raporu Hazırlama |
Anlatım, grup çalışması |
| 11 |
literatür tarama, grup araştırması, web tabanlı araştırma |
Gelişim Raporu Hazırlama |
Anlatım, grup çalışması |
| 12 |
literatür tarama |
Gözlemcinin Rolü |
Anlatım, tartışma |
| 13 |
bireysel çalışma, grup çalışması |
Sunumlar |
Anlatım, tartışma, grup çalışması, bireysel çalışma |
| 14 |
bireysel çalışma, grup çalışması |
Sunumlar |
Anlatım, tartışma, grup çalışması, bireysel çalışma |
| 15 |
literatür tarama |
Konu Tekrarı |
Anlatım, tartışma |
| 16 |
- |
FINAL EXAM |
- |
| 17 |
- |
FINAL EXAM |
- |
ÖLÇME VE DEĞERLENDİRME |
| Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi |
Etkinlik Sayısı |
Katkı Yüzdesi |
Açıklama |
| (0) Etkisiz |
(1) En Düşük |
(2) Düşük |
(3) Orta |
(4) İyi |
(5) Çok İyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
DERSİN PROGRAM ÖĞRENME ÇIKTILARINA KATKISI
| KNOWLEDGE |
| Theoretical |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
To have advanced theoretical and applied knowledge supported by textbooks, application tools and other resources containing up-to-date information in the field of Child Development.
|
|
|
|
|
|
5 |
| KNOWLEDGE |
| Factual |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
To have advanced theoretical and applied knowledge supported by textbooks, application tools and other resources containing up-to-date information in the field of Child Development.
|
|
|
|
|
|
5 |
| SKILLS |
| Cognitive |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
To be able to use advanced theoretical and applied knowledge gained in the field of Child Development.
|
|
|
|
|
|
5 |
| SKILLS |
| Practical |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
To be able to interpret and evaluate data, to define and analyze problems, to develop solutions based on research and evidence by using the advanced knowledge and skills acquired in the field of Child Development.
|
|
|
|
|
4 |
|
| OCCUPATIONAL |
| Autonomy & Responsibility |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Being able to independently carry out an advanced study in the field of Child Development.
|
|
|
|
|
4 |
|
| 2 |
To be able to take responsibility individually and as a team member to solve complex unforeseen problems encountered in practices related to Child Development.
|
|
|
|
|
4 |
|
| 3 |
To be able to understand and manage the activities for the development of the employees under his/her responsibility within the framework of a project.
|
|
|
|
|
|
5 |
| OCCUPATIONAL |
| Learning to Learn |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Being able to critically evaluate the advanced knowledge and skills acquired in the field of Child Development.
|
|
|
|
|
4 |
|
| 2 |
Ability to identify learning needs and direct learning.
|
0 |
|
|
|
|
|
| 3 |
Developing a positive attitude towards lifelong learning
|
|
|
|
|
|
5 |
| OCCUPATIONAL |
| Communication & Social |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
To be able to inform relevant persons and institutions on issues related to Child Development; to be able to convey their thoughts and solutions to the problems verbally and in writing.
|
|
|
|
|
|
5 |
| 2 |
To be able to share with experts and non-experts, by supporting them with quantitative and qualitative data, their thoughts and solutions to problems in the field of Child Development.
|
|
|
|
|
4 |
|
| 3 |
Being able to organize and implement projects and activities for the social environment in which they live with the awareness of social responsibility.
|
|
|
|
|
4 |
|
| 4 |
To be able to follow the information in the field and communicate with colleagues by using a foreign language at least at the European Language Portfolio B1 General Level.
|
|
|
|
|
4 |
|
| 5 |
To be able to use information and communication technologies together with computer software at the Advanced Level of the European Computer Use License required by the Child Development field.
|
|
|
|
3 |
|
|
| OCCUPATIONAL |
| Occupational and/or Vocational |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the results related to Child Development.
|
|
|
|
|
4 |
|
| 2 |
To have sufficient awareness of the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety.
|
|
|
|
|
4 |
|
DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |
| Öğrenme-Öğretme Etkinlikleri İş Yükü |
| Öğrenme-Öğretme Etkinlikleri |
Etkinlik(hafta sayısı) |
Süresi(saat sayısı) |
Toplam İş Yükü |
| Lecture & In-Class Activities |
14 |
3 |
42 |
| Preliminary & Further Study |
14 |
1 |
14 |
| Land Surveying |
0 |
0 |
0 |
| Group Work |
14 |
2 |
28 |
| Laboratory |
0 |
0 |
0 |
| Reading |
14 |
1 |
14 |
| Assignment (Homework) |
14 |
1 |
14 |
| Project Work |
0 |
0 |
0 |
| Seminar |
0 |
0 |
0 |
| Internship |
0 |
0 |
0 |
| Technical Visit |
0 |
0 |
0 |
| Web Based Learning |
14 |
1 |
14 |
| Implementation/Application/Practice |
0 |
0 |
0 |
| Practice at a workplace |
0 |
0 |
0 |
| Occupational Activity |
0 |
0 |
0 |
| Social Activity |
0 |
0 |
0 |
| Thesis Work |
0 |
0 |
0 |
| Field Study |
0 |
0 |
0 |
| Report Writing |
0 |
0 |
0 |
| Final Exam |
1 |
1 |
1 |
| Preparation for the Final Exam |
0 |
0 |
0 |
| Mid-Term Exam |
1 |
1 |
1 |
| Preparation for the Mid-Term Exam |
0 |
0 |
0 |
| Short Exam |
0 |
0 |
0 |
| Preparation for the Short Exam |
0 |
0 |
0 |
| TOTAL |
86 |
0 |
128 |
|
Genel Toplam |
128 |
|
|
Toplam İş Yükü / 25.5 |
5 |
|
|
Dersin AKTS(ECTS) Kredisi |
5,0 |
|