MSc in Curriculum Development and Instruction

Course Information Package

Course Unit TitleEDUCATIONAL EVALUATION AND PROGRAM EVALUATION
Course Unit CodeESPLE612
Course Unit DetailsMEd Curriculum Development and Instruction (Department Electives) - MA Educational Sciences: Dynamic Learning Environments (Department Electives) -
Number of ECTS credits allocated10
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Explain the basic terminology of educational evaluation and its applications.
  2. Justify the scope and importance of evaluation as a tool to diagnose learning difficulties and enhance learning.
  3. Develop, assess and improve assessment tools by developing and interpreting questions and topics.
  4. Demonstrate awareness of the problems and the complexity related to valid evaluation of learning outcomes both at classroom and school unit level.
  5. Explain the development, interpretation and significance of standardized tests in relation to national accomplishment standards at the accountability era.
  6. Interpret the outcomes of evaluation and use them as the basis for improvement of the performance of the individual student and for the enhancement of future teaching.
  7. Apply the principles of observation and evaluation in teaching using multiple means and data.
  8. Demonstrate awareness of the current situation in regards to educational evaluation in Cyprus and compare the Cyprus reality with international trends and developments.
Mode of DeliveryFace-to-face
PrerequisitesNONECo-requisitesNONE
Recommended optional program componentsNONE
Course Contents

·    Models and forms of evaluation.

·    Forms of tests and questions – test development and administration, models of question analysis and outcome interpretations.

·    Forms of test validity and reliability.

·    Problems in achievement measurement and grading.

·    Evaluation of attitudes and personality of students.

·    Evaluation of quality of implementation and empirical learning (achievement and portfolio assessment).

·    Observation and evaluation of teaching and personnel (pricniples, problems, multiple data resources).

·    Initiative and formative evaluation and measurement of effectiveness analyzing data at multiple levels.

·    Evaluation in accountability era, standardized tests and national standards.

·    Evaluation of educational programs (development, application, data analysis and interpretation).

Recommended and/or required reading:
Textbooks
  • Δημητρόπουλος, Ε. Γ. (1997). Αξιολόγηση προγραμμάτων εκπαίδευσης και κατάρτισης. Οδηγός του αξιολογητή. Αθήνα: Γρηγόρη.
  • Patton, M. Q. (2008). Utilization-focused evaluation: The new century text. (4th ed.). USA: SAGE.
  • Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation. A systemic approach (7th ed.). USA: SAGE.
  • Oosterhoof, A. (2010). Εκπαιδευτική αξιολόγηση: Από τη θεωρία στη πρακτική εφαρμογή (Θεοδωρακάκου, Α. μτφ). Αθήνα: Έλλην.
  • Κασσωτάκης, Μ. (2010). Η αξιολόγηση της επίδοσης του μαθητή: Μέσα, μεθόδοι, προβλήματα και προοπτικές. Αθήνα: Εκδόσεις Γρηγόρη.
References
  • Πασιαρδής, Π., & Τσιάκκιρος, Α. (2005). Η αξιολόγηση του έργου των εκπαιδευτικών. Αθήνα: Έλλην.
  • Owen, J., & Rogers, P. (2008). Program Evaluation- Forms and Approaches. Sage Publications.
  • Posavac, E. J., Carey, R. G. (2003). Program evaluation. Methods and case studies (6th ed.). N.J.: Prentice Hall.
  • Royse, D., Thyer, B. A., Padgett, D. K., & Logan, T. K. (2006). Program evaluation. An introduction. Thomson.
  • Scriven, M. (2004). Evaluation Thesaurus. Newbury Park, CA: Sage.
  • Shadish, W. R., Cook, T. D., & Leviton, L. C. (1991). Foundations of program evaluation. USA: SAGE.
  • Weiss, C. (1998). Evaluation (2nd ed.). New Jersey: Prentice-Hall.
  • Peterson, K. (2000). Teacher Evaluation: A comprehensive guide to new directions and practices (2nd ed.). Thousand Oaks: Corwin Press.
  • Borich, G. & Tombari, M. (2004). Educational Assessment for the Elementary and Middle School Classroom. Pearson Education Ltd.
  • Popham, J. (2000). Modern Educational Measurement (3rd ed.). Boston: Allyn and Bacon.
  • Wiggins, G. (1993). Assessing student performance. San Francisco: Jossey-Bass.
Planned learning activities and teaching methodsThe theoretical part of the module (content of the taught concepts) is delivered by means of lectures, documentaries viewing and discussing as well as workshops engaging students in collaborative learning. Whenever needed arrangements are also made for outdoors study (field work) for acquiring experiences in the field.
Assessment methods and criteria
Assignment50%
Final Exam50%
Language of instructionGreek
Work placement(s)NO