EGPO5049 – Program Evaluation

Course Introduction
Program Evaluation is an introductory course in program evaluation. It is about (1) developing a theoretical background about program evaluation in education and also (2) putting the theoretical information into action in an educational context. Because the course covers two faces of a program evaluation process (i.e. theory and practice), the readings and activities during the semester includes only the limited number of topics in program evaluation. Also, because the course stresses the implementation in a regular program evaluation work, the students are expected to improve their quantitative and qualitative method skills. Plus, this course has a fundamental prerequisite: a functioning understanding of curriculum and curriculum development theories.

Course Outcomes
By the end of the course (for 2019 Spring semester, Mid May), the students will be able to

(1) define program evaluation (definition, models, approaches, problems),
(2) do a program evaluation work (applying theory into practice).

These two goals are interrelated. Also the former is a prerequisite to the latter. The objectives to reach these two goals are expressed in each week. The goal-objective hierarchy will be the main guide of this course.

Course Textbooks
(1) Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2010). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, NJ: Pearson.
(2) Stufflebeam, D. L., Madaus, G. F., & Kellaghan, T. (2002). Evaluation models: Viewpoints on education and human services evaluation (2nd. ed.). New York: Kluwer.
(3) Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches. San Francisco: Jossey-Bass Publishers.

Weekly Schedule

Week 1 – Feb 12, 2019 – Introduction and course description. No reading assigned.

Week 2 – Feb 19, 2019 – Curriculum development and program evaluation: The connection. In this session, we cover some basic terms, including: Education, learning, curriculum, the history of curriculum development. Also, the connection between the history of production and social changes is explained to show how education has been evolved in the societies. The contemporary understanding of curriculum development and the curriculum development in Turkey are the last topics to discuss in this session. No reading assigned.

Week 3 – Feb 26, 2019 – Introduction to program evaluation. This week is an introduction to some basic terms in program evaluation: Evaluation, assessment, measurement. Assignment: The student take notes of their evaluation moments during the week. These notes can be the simple evaluation moments in their ordinary daily activities or professional evaluation tasks at their works. Readings: (1) Stufflebeam_ea_2002 Chapters 1 and 2. (2) Fitzpatrick_ea_2010 Chapter 1. (3) Mark_ea_1999. (4) Patton_1996.

Week 4 – Mar 05, 2019 – Politics and ethics in program evaluation. This week is about explaining why evaluation is political. It includes the short discussion on politics. The session will continue with some of the important ethical obligations of an evaluator. Readings: (1) Fitzpatrick_ea_2010 Chapter 3. (2) Chelimsky_2008. (3) Newman_ea_1995. (4) Morris_2007 Chapter 1.

Week 5 – Mar 12, 2019 – Expertise and Consumer-Oriented Approaches. This week is the starting week for getting familiar with the different approaches to program evaluation. The session will start with the historical development of the expertise-oriented evaluation approach. Accreditation and Eisner’s connoisseurship will be our main topics to discuss. Next, the session will be about the consumer-oriented approach. Scriven’s idea of evaluation will be explained with the examples. Readings: (1) Fitzpatrick_ea_2011 Chapters 4 and 5.

Week 6 – Mar 19, 2019

Week 7 – Mar 26, 2019

Week 8 – Apr 02, 2019

Week 9 – Apr 09, 2019

Week 10 – Apr 16, 2019

Week 11 – Apr 23, 2019 – National Holiday. No course.

Week 12 – Apr 30, 2019

Week 13 – May 07, 2019

Week 14 – May 14, 2019

Week 15 – May 21, 2019 – Project submission.

Evaluation and Assessment
The final project will be the only grading activity for this course. At the end of the course, the students are expected to submit their program evaluation work through email (by May 21, 2019 at 17:30 GMT3). For further information about grading and course requirements, please read the details in this link.

Reading List
Mark, M. M., Henry, G. T., & Julnes, G. (1999). Toward an integrative framework for evaluation practice. American Journal of Evaluation, 20, 177–198.

Patton, M. Q. (1996). A world larger than formative and summative. American Journal of Evaluation, 17(2), 131–144.

Newman, D. L., Scheirer, M. A., Shadish, W. R., & Wye, C. (1995). Guiding Principles for Evaluators. New Directions for Program Evaluation, 1995(66), 19–26.

Chelimsky, E. (2008).Improving the “fit” between evaluative independence and the political requirements of a democratic society. American Journal of Evaluation, 29(4), 400-415. 

Journals on Program Evaluation
Educational Evaluation and Policy Analysis
Studies in Educational Evaluation
Evaluation Review
New Directions for Program Evaluation
Evaluation and Program Planning

American Journal of Evaluation

Program Evaluation Institutions
American Evaluation Association


 

Program Evaluation Proposal

The purpose of this assignment is to give you experience in planning and designing an evaluation study individually. The assignment includes two parts: Part A is about the program that you will be evaluating and Part B is mainly about the details of your evaluation plan. You can make use of the following items in your project paper. However, you can make any changes if you like.

Part A. The Program Description: This part must include the key information about the program that you will evaluate in the next stage. The details must include (but not limited to): (1) background or history, (2) program or curriculum philosophy or perspective, (3) program goals or outcomes, (4) curriculum development model or plan, (5) the setting or context, (6) program staff, (7) program clients or participants, (8) organizational structure and admission or maintenance, (9) program activities or event and (10) program budget.

Part B. The Evaluation Context: This part is about the detailed proposal for your evaluation work. In this part, you are required to talk about: (1) the purpose of the evaluation with your own rationale or motive, (2) the evaluation model and how you will apply this model, plus your motivation to pick this model, (3) evaluation audience, stakeholders and their characteristics, (4) your evaluation design, and (5) limitations on the evaluation work (ethics, politics, resources).

There is no page limitation. You can be as concise as possible or write as much as you want. As long as you cover the basics of an evaluation proposal. You will email your proposal by the end of this semester. Good luck!