EVAL 6000: Foundations of Evaluation Dr. Chris L. S. Coryn & Carl D. Westine September 9, 2010

Agenda Course overview –Course description –Course Website –Required textbooks and readings –Course objectives –Course components and assessment methods –Succeeding in this course –Teaching philosophy –Course schedule Introductions –Who are you? –Who are we? Working with LectureTools Learning objectives

Course Description This course is an advanced graduate seminar designed to provide an overview of the field and discipline of evaluation –In the course, the theory, research, and practice perspectives of evaluation, with an emphasis on comparative study of evaluation theories and theorists, will be examined –The course consists of in-depth study of the foundations of evaluation, including basic concepts and definitions; rationale and uses; the field’s history and standards; roles; alternative models and approaches; and emerging areas and enduring issues –Additional topics covered in the course also include personnel evaluation, performance evaluation, policy analysis and evaluation, and product evaluation

Course Website The Website for this course is located at From this site you can access –Assigned readings –Study guides –Other materials related to the course

Required Textbooks Chelimsky, E., & Shadish, W. R. (Eds.). (1996). Evaluation for the 21st century. Thousand Oaks, CA: Sage. Mathison, S. (2005). Encyclopedia of evaluation. Thousand Oaks, CA: Sage. Shadish, W. R., Cook, T. D., & Leviton, L. C. (1991). Foundations of program evaluation: Theories of practice. Thousand Oaks, CA: Sage.

Required Readings There are 20 additional required readings for the course These may be downloaded in.PDF format from the course Website –The password to open these document is EVAL6000 Additional readings may be assigned

Course Objectives You are expected to master/develop the following knowledge, skills, and abilities 1.A deep understanding of a wide array of evaluation theory and practice perspectives 2.An in-depth understanding of the origins and history of evaluation as well as its evolution toward an independent discipline and where it is headed—its past, present, and future 3.A clear understanding of key evaluation vocabulary/terminology 4.A clear understanding of the nature and purpose of evaluation, and the distinctions between evaluation, basic and applied research, and related terms such as assessment and diagnosis

Course Objectives As well as 5.An ability to describe, distinguish among, and critically evaluate the usefulness and validity of selected models and approaches to evaluation, and to identify the conditions under which each should be used 6.A firm grasp of the fundamental logic and methodology of evaluation 7.A basic understanding of how to integrate traditional methodologies (e.g., social science research methods) with evaluation-specific methodologies (e.g., standard setting, grading, synthesis) 8.An evaluative and critical thinking mindset, in general

Course Objectives Throughout the course you will also work on improving your communication and interpersonal skills, which are vitally important in evaluation 1.Conveying constructive criticism in a professional, balanced, and tactful manner 2.Facilitating discussion to engage others in dialogue about evaluation theory, method, and practice 3.Writing clearly and concisely for both academic and non-academic audiences 4.Giving high quality, professional oral presentations for both academic and non-academic audiences

Components and Assessment Course grades will be based on –Class attendance and participation (10%) –Homework and mini paper performance (15%) –Major thought papers and presentations (45%) –Performance on two examinations (15% + 15% = 30%) Where 100% - 95%=A 94% - 90%=BA 89% - 85%=B 84% - 80%=CB 79% - 75%=C < 75%=F

Extra Credit On Thursday, October 15th Michael Patton will be giving a full-day workshop on Utilization-Focused Evaluation (UFE) and Developmental Evaluation (DE) –As a follow-up assignment, you can review one chapter of Patton’s draft DE book within one week of the workshop for up to 10 points of extra credit by providing feedback on one criterion and one only: What isn’t clear? (What don’t you understand? Or, what is confusing?) –There are seven chapters (not counting the opening chapter) –Students who provide useful feedback will be acknowledged in the book

Succeeding in this Course Carefully study and repeatedly read the books and other assigned readings –The concepts in this class are often complex, and learning to apply them is a crucial skill to acquire –Reading the book and assigned readings helps with both problems Organize and participate in a study group –Such groups can help you check your understanding of concepts and their application, and to see that you are doing assigned homework and other assignments correctly

Teaching Philosophy This course emphasizes active learning –Before class, you will need to read material to be applied in class, and in particular you should learn the key terms and concepts for the assigned reading –In the first half of the class, we will lecture on the assigned material and related material We will not always lecture on the assigned readings –You will do well in this course if you come prepared to ask questions about the material during this time –In the second half of the class, you will engage in structured class discussions and activities

Course Schedule See course syllabus Topics, readings, and assignments tentatively follow the schedule listed in the syllabus Due dates for class assignments (i.e., assessments) will not change, but dates for seminar topics might All assignments are due by 2:00 PM on the date indicated in the course schedule

Introductions Who are you? –Why are you here? –What do you expect to gain from this course? –What specific interests in evaluation do you have? –What formal and informal experiences do you have with evaluation? Who are we?

Working with LectureTools This course is taught in a LectureTools environment, which allows you to –Take notes synchronized to lecture slides –Draw on and save the instructors lecture slides –Pose clarifying questions that can be answered asynchronously during class or after class –Self-assess your understanding during a lecture To make use of LectureTools you must bring a laptop computer to class with you To create a student account and access the course’s lectures and other materials, go to the LectureTools homepage at tools.org and click on the “Create Student Account” link

Learning Objectives To the extent possible, specific learning objectives will be formulated for each class session Each week’s learning objectives will be provided in course lecture notes and are also available from the course Website Study guides and sample questions to which you can apply the concepts and material covered in the course are available from the course Website Additionally, each week’s lecture will contain a list of key concepts (i.e., vocabulary) from The Encyclopedia of Evaluation that you are responsible for learning

Learning Objectives Your performance on specific learning objectives will assessed both formally (i.e., class assignments, quizzes, examinations) and informally (i.e., self- assessment, peer assessment)

Short In-Class Activity What is evaluation? –Each of you has been given a 4”x6” note card –On the note card write your definition of evaluation –In turn, read your definition to the class –Comment on other student’s definitions