Students should be able:
1. To create a comprehensive evaluation design for a project, program, or 
   curriculum.
2. To porpose the outline and content of the evaluation design.

The followings are specific objectives:
1. Recall the major activities in the evaluation process.
2. Contrast the similarities and differences betwen research and evaluation.
3. Identify obstacles to the conduct of evaluation studies.
4. Identify the role of evaluation.
5. contrast the similarities and differences in summative and formative evaluation.
6. Recall the roles of judgment in the conduct of evaluation studies.
7. Recognize the roles ethics plays in the conduct of evaluation studies.
8. Recall at least ten criterion categories useful in the conduct of metaevaluation.
9. Recall the major dimensions of the Joint Committee Program Evaluation Standards.
10. Write an evaluation question at three levels of specificity.
11. Recognize major issues in standard setting.
12. Identify the four major types of evaluation metaphors.
13. Recognize the advantages and disadvantages of each type of evaluation metaphor.
14. Identify major data collection designs.
15. Apply major data collection designs.
16. Recall major threats to internal validity.
17. Identify examples of threats to internal validity.
18. Define interpretive inquiry.
19. Identify the approaches to data collection in qualitative evaluation.
20. Recognize issues in the design/implementation of qualitative evaluation studies.
21. Recall the major approaches to qualitative data analysis.
22. Apply the six criteria of high quality data.
23. Identify the advantages and disadvantages of the opinionnaire methods.
24. Identify the major advantages and disadvantages of observational methods.
25. Recognize the dangers in using standardized achievement measures in evaluation.
26. Recall major advantages and disadvantages of rating scales.
27. Specify types of rating scale errors.
28. Be aware of major approaches and problems in assessing affective outcomes.
29. Locate sources of information about standardized measuring instruements.
30. Discuss the advantages and disadvantages of internal and external evaluators.
31. Delineate the role of the evaluator.
32. Identify the elements and purposes in PERT.
33. Create a data management chart.
34. Identify the elements in conducting a cost-utility analysis.
35. Identify the elements in conducting a cost-effectiveness analysis.
36. Identify the elements in conducting a cost-benefit analysis.
37. Recognize the major steps in decision making using evaluation data.
38. Identify the characteristics of an effective evaluation report.
39. Assess the impact of relevant factors on the utilization of evaluation results.
40. Identify four characteristics used to evaluate instructional products.
41. Discuss the goals of evaluation.

Introduction to Evaluation
  Definitions
  History of Evaluation
  Recent Trends
Approaches to Program Evaluation
  Objective Oriented
  Management Oriented
  Consumer Oriented
  Expertise Oriented
  Adversary Oriented
  Participant Oriented
  Alternatives
Guidelines for Planning Evaluation
  Clarification of Purposes
  Setting Boundaries
  Evaluation Questions and Criteria
  Evaluation Design
Guidelines for Conducting and Using Evaluation
  Political, Ethical, Interpersonal Issues
  Quantitative Information
  Qualitative Information
  Reporting of Information
  Metaevaluation
The Future of Program Evaluation
  Multiple Site Evaluation
  Evaluation of Various Settings