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Welcome to ED 791A

Requirements for the Master of Arts degree in Education include preparation of either a thesis (ED 799 -- Plan A) or a project (ED 791A and BC -- Plan B). In ED 791A, your task is to learn the science and art of evaluation:

• working with a client to identify (and refine) evaluative issues appropriate to investigate
• determining an underlying framework for the study
• conducting a review of the literature to support your efforts
• designing and deploying tools that capture data relevant to your driving issues
• familiarizing yourself with the structure of an evaluation plan (a report that clearly describes the objective of the study and the strategies you'll employ to gather data)

In ED 791BC, you'll plan and conduct a small-scale evaluation -- an activity that calls for you to:

• develop a viable evaluation plan
• design, test, and then:

  -- administer questionnaires and/or ...
  -- administer tests
  -- conduct interviews or focus groups
  -- conduct observations
  -- complete content analyses (of documents, websites, transcripts, etc.)

• analyze and interpret data
• prepare a final evaluation report.

As we launch our journey this semester, it might be best to reflect a moment on the words of Michael Quinn Patton (in his 2002 text--Qualitative Research and Evaluation Methods):

"The art of evaluation involves creating a design and gathering information that is appropriate for a specific situation and particular policy making context. In art, there is no single, ideal standard. Beauty is in the eye of the beholder, and the evaluation beholders include a variety of stakeholders: decision-makers, policy makers, funders, program managers, staff, program participants, and the general public. Any given design is necessarily an interplay of resources, practicalities, methodological choices, creativity, and personal judgments by the people involved."

Semester Outcomes

At the close of ED 791A, you'll have learned how to frame different types of evaluation studies. You'll also have designed an array of data collection tools; collected and analyzed data; and written interpretive reports. As important, you'll have conducted a review of the literature on topics or themes of direct relevance to a hypothesized investigation.

The final products of ED 791BC are a) an evaluation plan that outlines your investigative intent, b) beta-tested tools for operationalizing your blueprint, and c) a final interpretive report that synthesizes your effort -- and identifies any constraints or obstacles you faced.

The evaluation sequence builds on several skills/proficiencies learned in earlier stages of the EDTEC program, including needs assessment, product development, project management, research, and statistical analysis. The goal is to help you develop the essential theoretical and practical skills necessary to perform a process, program, project, or product evaluation in a variety of settings--schools, private industry, government.

Following are the competencies emphasized in the evaluation sequence:

• Assessing the purpose(s) for which an evaluation is to be conducted, and recommending strategies that consider:

-- the roles an evaluator plays,

-- the client's needs and interests,

-- the contextual or environmental factors that may impact the study's implementation, and

-- costs (fees, expenses, overhead) that factor into conduct of the study (and its design).

• Describing the various roles an evaluator assumes--depending on the type of evaluation being conducted and the politics of the setting.
• Identifying and explaining several evaluation models, frameworks, or approaches; the strengths and weaknesses of each; and their contribution to Patton's emphasis on utilization.
• Selecting an appropriate evaluation design (e.g., descriptive, experimental, consumer, multidimensional) ... one that reflects client interests and organizational setting or context.
• Familiarizing yourself with the productivity tools essential to well-conducted evaluation: word processing, spreadsheets, databases, web editors, statistical packages, online survey generators, etc.)
• Developing a questionnaire and then ... selecting a population or statistically appropriate sample to survey, training others to use the tool, administering the instrument, and analyzing the data.
• Developing an interview guide and then ... designing a statistically valid strategy for selecting people to interview, training others to use the tool, conducting the interview, and analyzing the data.
• Developing an observation protocol and then ... selecting a population or statistically appropriate sample to observe, training others to use the tool, conducting the observation, and analyzing the data.
• Developing strategies for a review of existing data -- old surveys, database records, program or project reports, technical or design specs, etc.
• Locating and judging the appropriateness of standardized tests -- if a situation warrants their use.
• Determining the reliability and validity of a "new" test or data collection instrument, and interpreting validity and reliability data for an established test/instrument.
• Selecting and applying appropriate data analysis procedures (including specific descriptive or inferential statistics) ... then interpreting/inferring meaning from the results.
• Drawing conclusions and making utilization-focused recommendations from the findings.

  ----------------------------

• Conducting yourself in a manner that demonstrates understanding of the Program Evaluation Standards associated with utility, feasibility, propriety, and accuracy.

Not all the course expectations are overt; as the semester unfolds, we'll discuss some of the "unexpected" or "unplanned" outcomes that factor into my assessment of your progress.

Waiver

Although you'll not be working directly with a client this semester, you should be familiar with policies that govern off-campus activities/field work.

The university has asked faculty whose students participate in off-campus activities to include in our syllabi a statement about risk, liability and prior approval:

"This course requires students to participate in off-campus activities that might involve some risk to the student, such as exposure to accidents or personal injury. By reading this syllabus, you are agreeing that you are aware of these risks and agree to hold harmless San Diego State University, the State of California, and the trustees of the California State University and Colleges and its officers, employees and agents against all claims, demands, judgments, suits, expenses and costs on account of participation in these off-campus activities. Students using their own vehicles to transport themselves or other students should have current automobile insurance. Finally, on rare occasions, organizations with whom we work might ask students to maintain professional liability insurance at their own expense. SDSU does not require this of our students as a condition for enrollment, but it is something you may wish to consider. One source of such student liability insurance is at 800.621.3008."

 

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