Planning Program Evaluation

Code: EDCA094
Apply this course towards: Adult and Continuing Education

Course description

Available for 1.0 elective credit in the CACE program.

Only offered online.

This course focuses on the application of program evaluation theory and principles with a focus on application in an adult education setting. Students will learn how to build a practical program evaluation, to understand the real-life barriers that face evaluation projects and the strategies that can be used to overcome these barriers.

We’ll briefly review program evaluation history, including the emergence of evaluation models. Five key models will be examined and related to the five forms of evaluation developed by Owen (1999). Mini case studies will be used to exemplify these models and forms. Evaluation approaches will be applied to the various mini-cases and a detailed design plan (blueprint) will be developed for a particular case.

Learning objectives

Define program evaluation.
Identify the basic elements of a program evaluation.
Apply program evaluation theory and methods to address real-life evaluation situations.
Outline appropriate evaluation questions to help guide program evaluation design.
Outline the methods used to perform an evaluation – including construction of logic models and data collection and analysis.
Create a realistic and effective plan for a program evaluation that meets the needs of an organization and/or its stakeholders.

Prerequisites

None.

Registration details

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Info you should know:

Continuing Studies statement on use of educational technology

This course may require the use of education technology such as internet-based applications, cloud services, or social media. In order to complete this course you will be required to either consent to the disclosure of your personal information outside of Canada to enable use of these technologies, or work with the Division of Continuing Studies and the instructor to use other privacy protective options (such as using an alias or nickname).

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