Course Description
Existing and emerging formulations of educational evaluation. Developing operational guidelines for conducting evaluations in educational settings.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
- Articulate what makes program evaluators distinct as practicing professionals.
- Develop an evaluation plan, including evaluation frameworks
- Describe and discuss how the program context influences an evaluation
- Describe and discuss roles of stakeholder groups in evaluation
- Determine appropriate evaluation questions and plans based on the context in which the evaluation is conducted
- Develop program logic models
- Critique program evaluations planned by others (meta-evaluation)
- Gain confidence in practicing program evaluation.
Course Grading Information:
| Activity/Performance Measure | Percentage/Points |
|---|---|
| Project A: Object/program description | 15% |
| Project B: Situation/context analysis | 15% |
| Project C: Evaluation plan, methods, and research paradigms | 15% |
| Project A-C: Final paper (take-home exam) | 30% |
| Case Competition presentation | 10% |
| Participation/Professionalism (forum posts, surveys, class participation) | 15% |
Attendance/Participation:
Class participation is required. Be prepared to discuss the readings during class and to actively participate in class activities and in-class assignments. Pre-course and post-competency self-assessments will be done on the last day of class.
Course Materials Purchased by the Students:
- Alkin, M. C., & Vo, A. T. (2017). Evaluation essentials: From A to Z (2nd ed). New York, NY: Guilford Publications.
- Russ-Eft, D., & Preskill, H. (2009). Evaluation in organizations: A systematic approach to enhancing learning, performance, and change. Basic Books.
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.