Course topics include, but are not limited to, basic evaluation concepts and definitions; the view of evaluation as transdisciplinary; the logic of evaluation; an overview of the history of the field; distinctions between evaluation and basic and applied social science research; evaluation-specific methods; reasons and motives for conducting evaluation; central types and purposes of evaluation; objectivity, bias, design sensitivity, and validity; the function of program theory and logic models in evaluation; evaluator roles; core competencies required for conducting high quality, professional evaluation; audiences and users of evaluation; alternative evaluation models and approaches; the political nature of evaluation and its implications for practice; professional standards and codes of conduct; strengths-informed and cross-cultural applications; and emerging and enduring issues in evaluation theory, method, and practice.
Although the major focus of the course is program evaluation in multiple settings (e.g., public health, education, human and social services, and international development), examples from personnel evaluation, product evaluation, organizational evaluation, and systems evaluation also will be used to illustrate foundational concepts. The course will conclude with how to plan, design, and conduct ethical and high-quality program evaluations using a contingency-based and contextually/culturally responsive approach, including evaluation purposes, resources (e.g., time, budget, expertise), uses and users, competing demands, and other relevant contingencies.
Recommended Text:
Donaldson, S. I. (2022). Introduction to theory-driven program evaluation: Culturally responsive and strengths-focused applications. New York: Routledge.
Recommended Audience:
Audiences for this course include those who have familiarity with social science research but are unfamiliar with program evaluation, and evaluators who wish to review current theories, methods, and practices.