Course Description
Innovative or ongoing educational programs, projects, or curricula. Consideration is made of goal specification, data collection, standard setting, and reporting. Interdisciplinary points of view are stressed.
Athena Title
PROGRAM EVALUATION
Semester Course Offered
Not offered on a regular basis.
Grading System
A - F (Traditional)
Course Objectives
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.
Topical Outline
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