GSPA

PAD 535, Course Syllabus PAD 535, Program Evaluation
Instructor: Rosalie T. Torres, Ph.D Phones: (ofc) (719) 593-3203; (res) (719) 630-8260 Text:Fitz-Gibbon, C.T. & Morris, L.L. (1987). "How to design a program evaluation. Newbury Park, Ca: Sage

Henerson, M.E., Morris,L.L., & Fitz-Gibbon, C.T. (1987). "How to design a program evaluation. Newbury Park, Ca: Sage

Joint Committee on Standards for Educational Evaluation. (1994). "The Program Evaluation Standards: How to assess evaluations of educational programs" (2nd ed.). Newbury Park, Ca: Sage. Patton, M.Q. (1987). "How to use qualitative methods in evaluation." Newbury Park, Ca: Sage.

Course materials packet available at bookstore.

Course Description: The purpose of this course is to provide graduate students with an introduction to various models of evaluation and some of the methods and techniques used in planning and implementing evaluation studies. The proliferati on of evaluation in the public sector has occurred as a result of various historic and economic factors which have created a demand for evaluation information to assist in decision-making. Program evaluation has received mixed reviews in terms of its su ccess in meeting this challenge. Many of the failures of program evaluation may be attributed to the failures of evaluators to make the transition from basic research to evaluation in an action-oriented setting. Thus, researchers may fail to identify t he most useful evaluation questions or to involve users in the study and results in such a way that the study is understood and used. Other failures are due to a focus on only one type of methodology, quantitative or qualitative, rather than mixing metho dologies and matching methods to purposes.

This course is intended to provide students with an understanding of the distinction between research and evaluation and means for making the transition. The course will introduce students to major evaluation models, designs, and methods and provi de them with an understanding of the role of the evaluator in planning and disseminating evaluation studies to maximize their validity and utility.

Course Objectives:

1. Students will be able to articulate their own perspective on program evaluation by developing a position paper addressing: their definition and goals for evaluation; preferred techniques/methods for conducting evaluation; their perspective on th e clients' responsibility for evaluation; a comparison of their perspective to establish evaluation approaches, and their background, training, and experience contributing to their perspective on evaluation.

2. Students will develop inquiry/negotiation skills for designing, assessing, and conducting program evaluations.

3. Students will be prepared to make a practical application of program evaluation relating to their present or future positions by designing a program evaluation.

4. Students will be able to differentiate among a variety of approaches to program evaluation by discussing and synthesizing the following salient issues: formative vs. ongoing/collaborative vs. summative evaluation; assumptions underlying quantita tive vs. qualitative methods; program vs. organizational foci; role of evaluation in learning organizations; internal/external evaluations.

5. Students will demonstrate knowledge of three of four data collection and analysis methods for conducting program evaluation (interviews, surveys, observations, research designs) by successfully completing in-class and homework exercises.

Course Requirements: Percentage of Grade 1. Position/Concept Paper on Program Evaluation 25% 2. Class Project 30% 3. Data collection and analysis exercises (three of four) 30% interviewing observation surveys research designs 4. Class/small group participation (peer assessment or journal) 15%

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