EVALUATION
| SHE Level | 5 |
| SCQF Credit Points | 10.00 |
| ECTS Credit Points | 5.00 |
| Module Code | MML312089 |
| Module Leader | n/a |
| School | Glasgow School for Business and Society |
| Subject | Sociology |
| Trimester |
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Summary of Content
Evaluation work is of increasing relevance to the design, planning and review of a range of social and health interventions. The design and conduct of evaluation requires knowledge of the conceptual and methodological basis to this multi-faceted activity. Through this module students are introduced to the challenges of evaluation work from the conception of the aims and objectives, to design, conduct, reporting and the evaluation of evaluation work itself. This module aims to provide those responsible for commissioning, tendering for, conducting or drawing upon the findings of evaluation work, the opportunity to acquire conceptual and practical knowledge.
Syllabus
The content of the module will cover four core areas: (1)Why evaluate? The relevance of evaluation to social, public and health policies(2)Approaches to evaluation: theories and methods(3)Designing and conducting evaluation(4)Evaluating evaluation work
Learning Outcomes
On completion of this module, students will be able to: 1. understand the theoretical and methodolgical basis to evaluation work 2. undertake the design of an evaluation, demonstrating knowledge of the implications of such work including resources, methodology, participation, reporting and dissemination 3. critically assess the design, conduct and findings of evaluation work4. present findings in reports and through other methods such as presentations and in professional journals and newsletters.
Teaching / Learning Strategy
This module comprises a series of workshops in which key concepts and theories will be introduced and practical, small groups exercises undertaken to explore these. Examples of evaluations will be drawn upon in the design of small group work, as well student experiences and ideas. Although tutor led students will be expected to prepare in advance of each class, and each student will be expected to lead a discussion on a topic of their choice drawn from the syllabus.
Indicative Reading
Alkin, M. (2004) Evaluation Roots. Tracing Theorists' Views and Influences. London: SageGregory, A. (2000) Problematizing participation. A critical review of approaches to participation in evaluation theory, Evaluation, 6, 2, 179-199. Kazi, M. (2003) Realist Evaluation in Practice. London: SageMcKie, L. (2003) Rhetorical Spaces: Participation and Pragmatism in the Evaluation of Community Health Work, Evaluation, 9, 3, 307-324. Shaw, I. (1999) Qualitative Evaluation. London: Sage.
Transferrable Skills
Students will have the following transferable skills: 1. An ability to design, write and critically assess a evaluation proposal2. Critical awareness of how to conduct an evaluation, including the clhoice of approach, methods, issues on participation, reporting and dissemination 3. An ability to organise and undertake an evaluation 4. An ability to write up an evaluation report and identify an appropriate dissemination strategy
Module Structure
| Activity | Total Hours |
|---|---|
| Independent Learning (FT) | 47.00 |
| Directed Learning | 20.00 |
| Assessment (FT) | 15.00 |
| Assessment (PT) | 15.00 |
| Independent Learning (PT) | 47.00 |
| Seminars (PT) | 18.00 |
| Seminars (FT) | 18.00 |
Assessment Methods
| Component | Duration | Weighting | Threshold | Description |
|---|---|---|---|---|
| Coursework | 0.00 | 50.00 | 45% | Essay, Theoretical (1500 Words) |
| Coursework | 0.00 | 50.00 | 45% | Essay, Substantive (1500 Words) |
