Course overview Course description Course Website Required
textbooks and readings Learning objectives Course components and
assessment methods Succeeding in this course Schedule Introductions
Who are we? Who are you? Questions or concerns Activity
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This course is designed to provide you an overview of the field
and discipline of evaluation Comparative study of theory, research,
and practice perspectives In-depth analysis of core concepts and
definitions, rationale and uses, the fields history and standards,
alternative models and approaches, and emerging areas and enduring
issues Additional topics include personnel evaluation, performance
evaluation, policy analysis, and product evaluation This is the
only comparative evaluation theory course at WMU (and, virtually
anywhere), so for those of you studying evaluation (please) take it
seriously!
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The Website for this course is located at
http://www.wmich.edu/evalctr/idpe
/courses/eval-6000-foundations-of- evaluation/ From this site you
can access The course syllabus List of required textbooks List of
required readings Weekly lecture notes Other materials related to
the course Lecture notes will be posted on the course Website
approximately 2-3 days prior to course meetings
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Alkin, M. C. (Ed.). (2004). Evaluation roots: Tracing theorists
views and influences. Thousand Oaks, CA: Sage. Mathison, S. (2005).
Encyclopedia of evaluation. Thousand Oaks, CA: Sage. Scriven, M.
(1993). Hard-won lessons in program evaluation. New Directions in
Program Evaluation, 58. San Francisco, CA: Jossey-Bass. Shadish, W.
R., Cook, T. D., & Leviton, L. C. (1991). Foundations of
program evaluation: Theories of practice. Thousand Oaks, CA: Sage.
Start reading these books now!
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Too many to list! You should read all of the assigned articles
carefully as they will sometimes form the basis for class
discussions and activities You also may see questions about the
articles in quizzes and exams Additional readings may be assigned
(and, often are) Start reading articles now!
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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 headedits past, present, and
future 3.A clear understanding of key evaluation concepts,
vocabulary, and terminology
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4.A clear understanding of the nature and purpose of
evaluation, and the distinctions between evaluation and basic and
applied research 5.An ability to describe, distinguish among, and
critically evaluate the usefulness and validity of various
evaluation approaches 6.A firm grasp of the fundamental logic and
methodology of evaluation
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7.A basic understanding of how to integrate traditional
research methodologies with evaluation- specific methodologies 8.An
evaluative and critical thinking mindset, in general
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Throughout the course you also will work on improving your
communication and interpersonal skills (even if you believe they
are adequate or advanced) 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
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1.Attendance & class participation = 10% 2.Mini papers (5)
= 15% 3.Major papers & presentations (3) = 45% 4.Midterm
Examination = 15% 5.Final Examination = 15% A = 100% - 95% BA = 94%
- 90% B = 89% - 85% CB = 84% - 80% C = 79% - 75% F =< 75%
Standards-based assessment is used in this course (coupled with
traditional methods)
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Success ReadRe-read Work with a study group This course is part
of the core for the Interdisciplinary Ph.D. in Evaluation (and 1/3
of the Evaluation, Measurement, and Evaluation [EMR] program) and
these students are expected to master the courses content
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The general schedule of topics includes, but is not limited to:
1.Basic concepts and principles 2.Stage one theories 3.Stage two
theories 4.Stage three theories 5.Methods-oriented approaches
6.Valuing-oriented approaches 7.Use-oriented approaches
8.Contemporary approaches
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I have conducted approximately 75 evaluations and have given
presentations, speeches, workshops, or provided instruction in more
than 10 countries My (current) interests are research and
evaluation design, psychometrics and measurement, structural
equation modeling, and meta-analysis I have published more than 75
peer-reviewed articles, book chapters, and other scholarly works My
evaluation experiences have primarily focused on the evaluation of
healthcare and educational programs Currently, my interests include
the Program Evaluation Standards, metaevaluation, the evaluation of
mentoring programs, and the application of statistical methods to
evaluation practice I have conducted over 20 teaching and speaking
engagements and have produced 8 scholarly works, several of which
are pending publication in peer- reviewed journals The hats shown
in this photo are optional and not required for this course, but
are available for purchase upon request
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A few final notes regarding this course: 1.Carl and I will not
regurgitate the material from the assigned readings (they will,
however, be discussed and will be covered on exams and other
assignments) 2.You are expected to THINK! 3.You are expected to
THINK! 4.You are expected to THINK! 5.You can disagree with us (or
what you read in this course) at any time if (and, only if) you
have completed #2, #3, and #4 Frightening alien-like images are not
part of this course, though they will appear from time to time for
my own (and your) amusement
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Why are you here (e.g., required)? What do you expect to learn?
What prior experiences do you have with evaluation? Research?
Design? Measurement? Statistics (or analysis in general)? Who are
you?
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Individually, answer the following by writing your responses on
the notecard provided (you have 10 minutes and should keep your
responses clear and concise): 1.What is evaluation? 2.What is the
general function or purpose of evaluation? 3.How, or does,
evaluation differ from basic or applied research? If so, or not, in
what way(s)?