1. EVAL 6000: Foundations of Evaluation Dr. Chris L. S. Coryn Kristin A. Hobson Fall 2012

2. Agenda Course overview Introductions

3. Course Description This course is designed to provide an overview of the practice and discipline of evaluation – Comparative study of theory, research, and practice perspectives – Analysis of core concepts and definitions, rationale and uses, the fields history and standards, alternative models and approaches, and emerging and enduring issues

4. Course Website The website for this course is located at http://www.wmich.edu/evalphd/courses/e val-6000-foundations-of-evaluation/ From this site you can access – The course syllabus – Required and supplementary readings – Weekly lecture notes – Other materials related to the course

5. Required Textbooks Alkin, M. C. (Ed.). (2012). Evaluation roots: A wider perspective of theorists views and influences (2 nd ed.). Thousand Oaks, CA: Sage. Mathison, S. (2005). Encyclopedia of evaluation. Thousand Oaks, CA: Sage.

6. Required Textbooks Shadish, W. R., Cook, T. D., & Leviton, L. C. (1991). Foundations of program evaluation: Theories of practice. Thousand Oaks, CA: Sage. Stufflebeam, D. L., & Coryn, C. L. S. (2012). Evaluation theory, models, & applications. San Francisco, CA: Jossey-Bass. – Draft chapter will be sent by e- mail

7. Learning Objectives A deep understanding of a wide array of evaluation theory and practice perspectives An in-depth understanding of the origins and history of evaluation as well as its evolution toward an independent discipline A clear understanding of key evaluation concepts/vocabulary/terminology 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

8. Learning Objectives 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 A firm grasp of the fundamental logic and methodology of evaluation A basic understanding of how to integrate traditional methodologies with evaluation- specific methodologies An evaluative and critical thinking mindset, in general

9. Secondary Learning Objectives Conveying constructive criticism in a professional, balanced, and tactful manner Facilitating discussion to engage others in dialogue about evaluation theory, method, and practice Writing clearly and concisely for both academic and non-academic audiences Giving high quality, professional oral presentations for both academic and non-academic audiences

10. Course Components Attendance & class participation 10% Critical readings papers 30% Application paper 20% Thought paper & presentation 20% Final examination 20%

11. Schedule of Topics Introduction to evaluation theory Foundational evaluation concepts Stage one theories & theorists Stage two theories & theorists Stage three theories & theorists Methods-oriented theories & theorists Valuing-oriented theories & theorists Use-oriented theories & theorists

12. Course Structure If necessary, a question-and-answer session for prior weeks material (30 minutes) Lecture (60-90 minutes) – At the end of each lecture is a list of entries from the Encyclopedia of Evaluation that you are expected to study (many will appear in the final examination) Discussion (30 minutes) Activity (30-45 minutes)

13. Introductions Who are you? – Why are you here? – What do you expect to learn? – What prior experiences do you have with evaluation? Research? Design? Measurement? Statistics (or analysis in general)? Who are we?

14. Encyclopedia Entries Assessment Accountability Auditing Campbell, Donald T. Cook, Thomas D. Criteria Evaluand Evaluation Evaluation Theory External Evaluation Formative Evaluation History of Evaluation Independence Logic of Evaluation Objectivity Scriven, Michael Shadish, William R. Standards Summative Evaluation Value-free Inquiry Value Judgment Values