Fall 2019 - EDUC 822 G031
Evaluation of Educational Programs (5)
Class Number: 8672
Delivery Method: In Person
Processes used in program evaluation; including test and other measurement devices; and political, social and philosophical issues relating to the evaluation of educational programs.
Sept 13/14, 27/28;
Nov 1/2, 15/16, 29/30
Camosun College Lansdowne Campus LLC151
COURSE DESCRIPTIONThe course will involve both theoretical and practical aspects of educational program evaluation as practiced in a variety of contexts, including the relevant concepts, methods, processes, applications, and tools of evaluation, communication of results and enactment of recommendations. (The term “program evaluation” shall be understood in this course to include process of formative assessment, summative evaluation and ongoing quality assurance.)
Current examples of program evaluation handbooks will be compared, with the intention of synthesizing the generic steps in an evaluation process so that students will be prepared to design an evaluation process suitable to their context and interests rather than merely applying a standard approach. Specific ways of gathering information (e.g., document and literature reviews) and data (e.g., questionnaires, focus groups) will be examined along with ways of using the information and analyzing the data gathered.
Students will be encouraged to apply their developing knowledge and understanding of program evaluation theories, practices, and processes to their current professional settings and the educational programs in which they are involved. They will share their perceptions, reflections, and findings with other members of the cohort, both informally in small group discussions and more formally during presentations to the class.
COURSE-LEVEL EDUCATIONAL GOALS:
Through the experience of this course, students will:
- Enhance their personal competence in interpreting and applying educational knowledge and theory; and
- Enhance their ability to work collaboratively, and with growing initiative, as scholar-practitioners in both scholarly and professional capacities pertaining to program evaluation.
At the end of this course students will:
- Understand the various purposes that program evaluation can serve and the variety of approaches that can be taken depending on those purposes;
- Be able to design an effective program evaluation, including defining the purpose, designing data gathering instruments and methods of data analysis, ensuring ethical standards, communicating the results to all relevant audiences and enacting any recommendations in order to conduct the evaluation personally or to contract for that service; and
- Be a critical consumer of evaluation reports prepared by others.
- In-class participation 10%
- Review of a Research Article 10%
- Reflective Papers (x2) 20%
- Program Evaluation Plan 60%
Final grades will be based on a holistic assessment of student achievement of the course goals that draws on four demonstrations of learning.
- In-class participation (approximately 10%)
- One publicly posted review of a research article on program evaluation(approximately 10%)
- Two reflections on one weekend’s assigned reading and in-class instruction (approximately 20%)
- A detailed plan for a program evaluation of the students’ choice (approximately 60%)
Students are expected to participate actively in class activities. Active participation involves empathetic listening, sharing of questions and thoughts, responding to and extending others’ questions and thoughts, and respectful turn-taking. Although all students are expected to contribute in an on-going way, it is not the volume but the integrity and thoughtfulness of individual contributions that is desired.
Review of a Research Article
Students will search peer-reviewed literature for on an aspect of program evaluation which is of particular interest to them and post a review of an article which they find to be particularly valuable on Research Briefs (http://researchbriefs.org). They will then present that article to the class and explain how it contributed substantially to their understanding of program evaluation.
Students will write a reflection of not more than three pages (1.5 line spacing) on their learning from the assigned reading and in-class activities on two of the first three weekends of the course.
Program Evaluation Plan
Students will prepare a detailed plan for the evaluation of a program of their choice, to be submitted no later than December 4th.
There is no required text for this course. A variety of articles that are available through the SFU library or provided in PDF format will be assigned to students during the course, but they will also be expected to research topics in evaluation themselves to discover useful sources of information and insight. A number of entry points into the literature will be provided prior to the course in order to “prime the pump” in this regard.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS