Çukurova Üniversitesi Eğitim Fakültesi Dergisi 1302-9967 2149-116X Cukurova University 10.14812/cuefd.1633101 Curriculum and Instration (Other) Higher Education Studies (Other) Eğitim Programları ve Öğretim (Diğer) Yükseköğretim Çalışmaları (Diğer) An Examination of Learning Outcomes and Assessment Instruments in Engineering Course Syllabi at a Foundation University in Türkiye Türkiye’deki Bir Vakıf Üniversitesinde Mühendislik Ders İzlencelerinin Öğrenme Çıktıları ve Ölçme Araçları Açısından İncelenmesi https://orcid.org/0000-0002-6893-2854 Özer Şevval Kübra MIDDLE EAST TECHNICAL UNIVERSITY https://orcid.org/0000-0001-8109-8051 Bayram İlknur Turkish National Police Academy 04 30 2026 55 1 154 195 02 04 2025 03 31 2026 Copyright © 2000, Cukurova University Faculty of Education Journal 2000 Cukurova University Faculty of Education Journal

This case study examines the learning outcomes and assessment instruments used in the Faculty of Engineering at a foundation university in Türkiye. Drawing on 125 officially approved course syllabi from six engineering departments during the 2021–2022 academic year, the study investigates a total of 738 learning outcomes, coded by following Anderson and Krathwohl’s (2001) Revised Bloom’s Taxonomy. Evaluation checklist was also employed to evaluate the clarity and measurability of these outcomes. The variety of assessment instruments was analyzed using Gibbs and Dunbar-Goddet’s (2009) classification. The findings reveal that most learning outcomes (65.7%) emphasize higher-order cognitive skills such as applying, analyzing, evaluating and creating. However, some outcomes were problematic, featuring non-measurable verbs or multiple behaviors within a single outcome. 50 out of the 125 syllabi (40%) contained more than six learning outcomes. Regarding assessment instruments, faculty members used a diverse set of instruments, most frequently final exams (96.8%), midterm examinations (92.8%), assignments (70.4%) and quizzes (46.4%), while student-centered alternative assessment instruments were used less frequently. Although the institution encourages alternative assessment instruments, instructors tended not to use peer or self-assessment tools. Across syllabi, 72% of courses used four to six different assessment instruments, suggesting balanced, multi-faceted approach to evaluating student achievement. Overall, the study underscores the importance of defining measurable and observable learning outcomes and incorporating an appropriate variety of assessment instruments in higher education.

Bu durum çalışması Türkiye’deki bir vakıf üniversitesinin mühendislik fakültesinde yer alan öğrenme çıktılarını ve ölçme araçlarını incelemektedir. Araştırma 2021–2022 akademik yılına ait altı mühendislik bölümünden seçilen 125 ders izlencesine dayanmaktadır. Toplam 738 öğrenme çıktısı Anderson ve Krathwohl’un (2001) Revize Edilmiş Bloom Taksonomisi’ne göre kodlanmıştır. Öğrenme çıktılarının açıklık ve ölçülebilirlik düzeylerini değerlendirmek üzere bir kontrol listesi kullanılırken, ölçme araçlarındaki çeşitlilik Gibbs ve Dunbar-Goddet’in (2009) sınıflandırması temel alınarak analiz edilmiştir. Bulgular öğrenme çıktılarının büyük çoğunluğunun (%65,7) uygulama, analiz, değerlendirme ve yaratma gibi üst düzey bilişsel becerileri vurguladığını göstermektedir. Öte yandan bazı öğrenme çıktılarının ölçülemeyen fiiller içermesi veya tek bir öğrenme çıktısı içinde birden fazla davranışa yer verilmesi nedeniyle sorunlu olduğu tespit edilmiştir. İncelenen 125 ders izlencesinin 50’sinde (%40) altıdan fazla öğrenme çıktısı bulunduğu belirlenmiştir. Ölçme araçları dikkate alındığında, öğretim üyelerinin çeşitli araçlar kullandığı görülmektedir. En yaygın kullanılan araçlar final sınavları (%96.8), ara sınavlar (%92.8), ödevler (%70.4) ve kısa sınavlar (%46.4) olurken öğrenci merkezli alternatif ölçme araçlarına daha az başvurulduğu belirlenmiştir. Alternatif ölçme araçları kurum tarafından teşvik edilmesine rağmen öğretim üyeleri akran ve öz değerlendirme araçlarından yararlanmayı tercih etmemiştir. Ders izlencelerinin %72’sinde dört ila altı farklı ölçme aracına yer verilmesi öğrenci başarısını ölçmede dengeli ve çok yönlü bir yaklaşım benimsendiğini göstermektedir. Genel olarak, bu çalışma yükseköğretimde ölçülebilir ve gözlemlenebilir öğrenme çıktıları belirlemenin ve ölçme araçlarını çeşitlendirmenin önemini vurgulamaktadır.

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