EVAL 6000: Foundations of Evaluation

Dr. Chris L. S. CorynKristin A. Hobson

Fall 2012

Agenda

• Course overview• Introductions

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 field’s history and standards, alternative models and approaches, and emerging and enduring issues

Course Website

• The website for this course is located at http://www.wmich.edu/evalphd/courses/eval-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

Required Textbooks

• Alkin, M. C. (Ed.). (2012). Evaluation roots: A wider perspective of theorists’ views and influences (2nd ed.). Thousand Oaks, CA: Sage.

• Mathison, S. (2005). Encyclopedia of evaluation. Thousand Oaks, CA: Sage.

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

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

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

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

Course Components

• Attendance & class participation 10%• Critical readings papers

30%• Application paper

20%• Thought paper & presentation 20%• Final examination

20%

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

Course Structure

• If necessary, a question-and-answer session for prior week’s 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)

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?

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