Assessment and Evaluation Guide

IZMIR UNIVERSITY OF ECONOMICS

FACULTY OF HEALTH SCIENCES

DEPARTMENT OF PHYSIOTHERAPY AND REHABILITATION

ASSESSMENT AND EVALUATION GUIDE

ENTRANCE

The "Assessment and Evaluation Guide," prepared by the Department of Physiotherapy and Rehabilitation at Izmir University of Economics, Faculty of Health Sciences, will provide guidance to the faculty members of the Physiotherapy and Rehabilitation Department in the assessment and evaluation process. This guide includes: the legislation used in the assessment and evaluation process, how to prepare exams, the operation of exam rules, the evaluation of exams, and the analysis and reporting process regarding exam results. All steps in this process are carried out by the "Assessment and Evaluation Committee." The Assessment and Evaluation Committee consists of a chairperson, a secretary, and members. The members of the committee are determined by the Department Board.

Duties and Responsibilities of the Assessment and Evaluation Commission:

• To ensure the monitoring of the assessment and evaluation process.
• To provide consultancy on evaluating the effectiveness of the curriculum and making necessary improvements.
• To identify problems and possible solutions related to assessment and evaluation.
• To ensure the monitoring of procedures and principles related to examinations and student evaluation.
• To identify and propose objective assessment and evaluation methods.
• To evaluate the data obtained during the assessment and evaluation process and present it as a report to the department head.
• To evaluate the suitability of assessment and evaluation activities to program objectives and learning goals.
• Organizing informational meetings and scientific activities for faculty members with the aim of improving assessment and evaluation,
• To conduct the necessary work to examine and report on the technical suitability of the exam questions before the exam .
• Receiving the results of the post-exam question analysis prepared by the instructors responsible for the course.
• Regarding the analysis of questions conducted after the exam, informing the instructors responsible for the course and offering suggestions for updating the questions,
• To conduct term-end reviews by meeting at least twice each term.

ASSESSMENT AND EVALUATION COMMITTEE

Minister

Assoc. Prof. Dr. Ata Elvan

Secretaries

Research Assistant İlayda Elmas

Research Assistant Mustafa Tahsin Özer

Members

Dr. Şermin Tükel Akay, Assistant Professor

Dr. Barış Gürpınar, Assistant Professor

Lecturer Dr. Burcu Ece Korkmaz

Student Representatives

REGULATIONS AND GUIDELINES

Exams are conducted according to the "Associate Degree and Bachelor's Degree Education, Teaching and Examination Regulations" prepared by Izmir University of Economics and published on our department's website ( https://www.ieu.edu.tr/tr/bylaws/type/read/id/72 ).

Assessment Instrument and its Preparation

Measuring instruments are tools that facilitate the assessment of an object or characteristic for the measurer and increase the sensitivity of the assessment. The following elements are important in the preparation of a measuring instrument:

Reliability: The level of freedom from random errors in assessment results. The following points should be considered to increase the reliability of tests and exams used as assessment tools:

• The number and type of questions should be representative of the learning objectives.
• The questions should mean the same thing and be understandable to all students.
• The time should be sufficient to answer all the questions.
• In order for exam questions to be graded objectively,
• The scoring should be stated clearly and explicitly.

Validity: The degree to which a assessment tool can measure the characteristic it intends to measure. Depending on the purpose of the exam, the degree to which the student's intended behaviors can be measured is the validity of that exam. For example, if exam questions can be answered with information not learned in class, that exam is not valid. Similarly, to increase the validity of an exam, it must cover all the topics learned in class.

TYPES OF QUESTIONS AND PRINCIPLES OF QUESTION PREPARATION

Multiple Choice Questions

The main characteristic of these tests is that along with the question, the student is given the correct answer and terms that might be mistaken for the correct answer.

Points to consider when preparing multiple-choice questions:

• Content validity should be considered when structuring questions; as many questions as possible should be asked from each topic covered, in proportion to their weighting.
• Students should be prepared at different levels, from recalling information to comprehension, application, and metacognitive activities such as analysis and synthesis.
• The question stem is relatively long, and the options should be as short as possible; therefore, the necessary information should be provided in the question stem.
• If possible, all questions should have five options.
• Distractors should be well-prepared and chosen in such a way that they will not mislead those who know the answer, but will be misleading for those who do not.
• Unnecessary details should be avoided when writing the subject line.
• The "all correct" option should not be used because it allows a student who only knows that two options are correct to find the correct answer even if they don't know the other options.
• The "All False" option, which is expected to be selected in a question, is generally an ineffective option because it might be asked for a very specific reason, and therefore should not be used.
• The options should be similar in length and grammar.
• Grammatical errors, phrases, or words that could hint at the correct answer should not be used in the subject line.
• The options should not contain clues such as contradictory or synonymous expressions.
• When the exam is evaluated as a whole, one question should not be a clue to another; for example, the wording in the question should not provide a clue to the answer to another question.
• Negative question stems should be underlined and made prominent.
• If the questions have different point values, this should be explained.

Open-ended questions

Open-ended questions are a frequently used method in traditional education systems. While they are quick to prepare, their implementation and evaluation take a long time. Objective evaluation should be ensured by specifying how the questions will be scored and the evaluation criteria.

Short Answer Questions

In these types of questions, the answer is given by writing a single word, symbol, or number. It can also be a fill-in-the-blank question with one or two words.

Points to consider when preparing short-answer questions:

• Each item should be stated with absolute clarity so that it can be answered. Items that can have multiple answers should be avoided.
• Each item should test only one piece of information; multiple pieces of information should not be included in the same question.
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• Concept maps can be created using figures, graphs, diagrams, etc. A single figure can be used for more than one item.

• In fill-in-the-blank questions, sentences should not be taken entirely from books or lecture notes.
• The sentence given as a question should be left in a way that allows the rest of it to be understood.

True/False Questions

It consists of propositions, some of which are true and some of which are false.

Points to consider when preparing True/False questions:

• Each question should be based on a single idea, and if that idea is based on a source or authority, this should be stated within the question.
• Questions should not be phrased by making the statement negative; if a negative statement is necessary, the negativity should be explicit.
• It should be a simple, clear, and easy-to-understand expression.
• The length of the sentences should be similar.

Oral Exam Questions

This is a type of exam where questions are asked orally and answers are given orally.

Points to consider when preparing oral exam questions:

• Questions should be planned in advance, and each student should be asked questions of equal difficulty and importance. If necessary, students can be separated and asked the same questions.

• Responses should be listened to very carefully and, if possible, recorded to increase objectivity in scoring.

EXAM PREPARATION PRINCIPLES

• Exam questions should be designed to address learning outcomes.
• The topics to be covered in the exam should be listed.
• The exam duration should ideally be a maximum of one class hour.
• The types of questions to be used in the exam should be determined.
• The number of questions should be at least 20 and at most 50.
• Exams should be stored in a secure location.

ANALYSIS OF EXAM QUESTIONS

Exam question analysis is conducted to ensure necessary corrections are made to the questions and to increase the objectivity of the exams. Based on the analysis results, necessary corrections should be made to questions that are negative, have low reliability, or are not selective. Similarly, the information obtained from this analysis can be used to evaluate students' raw scores and make various decisions about the students. Depending on the purpose of the exam, topics that students have not learned can be identified based on their answers, and supplementary instruction can be provided if necessary. Blackboard systems, prepared Excel templates, and the analysis of optical forms are used for exam analysis.

IEU FACULTY OF SOCIAL SECURITY PHYSIOTHERAPY AND REHABILITATION DEPARTMENT ASSESSMENT AND EVALUATION PROCESS FLOW CHART