Summer 2023 - EDUC 822 G031

Evaluation of Educational Programs (5)

Class Number: 3177

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA



Processes used in program evaluation; including test and other measurement devices; and political, social and philosophical issues relating to the evaluation of educational programs.


Program evaluation is an essential factor in furthering the development and improvement of educational programs. Program evaluation can be of a formative, ongoing nature, in order to secure information on which to base the adjustment and attunement of a program during its implementation. It can also be cumulative and summative in order to provide information regarding the relative success of a program’s current configuration and to explore decisions regarding program expansion, revision, or discontinuation. Or it can be conducted periodically to address issues of program accountability.

“Educational programs” appear in many varieties. They may be based nationally, provincially, within a single institution, within a single department, or within the practice of a single instructor. They may also be personalized as “individual education programs.” Educational programs vary broadly in content, configuration, and pedagogical approach. They may be offered through public sector, not for profit, and/or private agencies.

Program evaluators may use the same types of qualitative, quantitative, and/or mixed methodologies that are used by educational researchers. Program evaluators seek, in a similar way, to be rigorous and systematic in collecting relevant and reliable data and information. However, the activities of program evaluators are often more client-focused and assessment-focused. Though the processes used for program evaluation and student assessment are based on different sets of criteria, aggregate student assessment data will often be included as indicators of program effectiveness, especially when the aims of a particular instance of program evaluation are focused on expected levels of academic achievement.

Ideally, program evaluation is a collaborative, dialogical, and reflective process during which evaluators work closely with program administrators, program staff, and representatives of other relevant stakeholder groups to design and implement a multi-stage evaluation process that is appropriate, inquiry-based, respectful toward both the clientele and the aims of the program, and transparently communicative.

Leaders at all levels of educational organizations need to understand and apply the ethical principles and procedures of program evaluation, whether in regard to ongoing educational practices; program design and implementation; program review or revision; radical reconceptualization; and/or possible discontinuation of a program. 


This course is restricted to students in a Community MEd cohort program

The course will involve 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, which include communication of results, adoption of recommendations, and legitimation of subsequent actions.

Multiple examples of program evaluation processes will be compared, with the intention of synthesizing the generic steps in an ethical and appreciative evaluation process. Methods for gathering relevant data, information, and knowledge will be explored and assessed in relation to specific evaluative situations. Specific tools for gathering information (e.g., questionnaires, focus groups, interviews) will be explored and applied. Various formats for evaluation reports will be examined in regard to structure, content, thoroughness, transparency, and coherence. The fidelity of such reports to their declared terms of reference will be reviewed. Salient aspects of this review will include the relevant policies; the selected conceptual frameworks; the evaluation questions and intentions; the methods and tools; the data and information obtained; and the processes of analysis and interpretation.

Students will be encouraged to apply their developing knowledge and understanding of program evaluation theories, practices, and processes within their current professional settings and the educational programs in which they are involved. Students will share their perceptions, reflections, and findings with other members of the cohort, both in small group discussions and, more formally, during presentations to the class.


Meeting Dates:

May 5, 6 & 26, 27

Jun 9, 10 & 23, 24

Jul 7, 8 & 21, 22


Meeting Times:

Fridays: 4:30PM-9:00PM

Saturdays: 8:30AM-4:30PM


Meeting Location:

Vancouver Community College - Broadway Campus - BWY B 2209 except on May 27 in BWY A 1501


  • Proof of Course Participation (eg. Notebook, Glossary of Terms, or Written Summary) 15%
  • Participation in Dialogue and Presentations 15%
  • 2 Reflective/Interpretive assignments 30%
  • Presentation of Major Project Outline and Work-in-Progress 10%
  • Major Project: Case Study of an Evaluative Process 30%


A draft outline of dates for various topics, assigned readings, and submissions of written assignments will be provided in an “Extended Course Outline” prior to the first class meeting. Thorough descriptions of all assignments will also be provided in advance.

Normally, all course requirements must be completed before a student’s final grade will be assigned.



Sanders, J. R. & Sullins, C. D. (2006). Evaluating school programs: An educator’s guide (3rd ed.). Thousand Oaks, CA: Corwin Press. ISBN 978-1-4129-2524-2

A list of required journal articles and online sources will be provided in the Extended Course Outline, prior to the commencement of classes.

A further list of recommended readings will also be provided to students in the Extended Course Outline.


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at:

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: 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.

Registrar Notes:


SFU’s Academic Integrity website 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.


Students with a faith background who may need accommodations during the semester are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.