USQ LogoCourse specification
The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EDV3401 Program Design and Evaluation

Semester 1, 2012 Online Toowoomba
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education
Version produced : 30 December 2013

Contents on this page

Staffing

Examiner: Catherine Arden
Moderator: Peter McIlveen

Requisites

Pre-requisite: EDC1400 or EDU1010

Other requisites

Students must have successfully completed the entire previous year's professional experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.usq.edu.au/education/professional-experience/blue-card.

Rationale

Dynamic and significant reforms in education and training along with increasing demands for relevance, responsiveness, quality and accountability require educators and trainers to be able to design, develop and evaluate the effectiveness and impact of education and training programs in a range of post-compulsory settings. This course aims to build the capacity of educators and trainers to respond to these contemporary and emerging demands.

Synopsis

In this course learners will examine theories, models and frameworks of program design and evaluation and their application in a range of post-compulsory education and training contexts. Learners will use this foundation to inform the development and justification of an education/training program designed to respond to an identified training/learning need in their own instructional context as well as a comprehensive plan for the evaluation of their program. This course requires learners enrolled in the Bachelor of Education (Technical and Vocational Education) to successfully complete 15 days of supervised professional experience. Students in the Bachelor of Vocational Education and Training are required to complete a minimum of 7 days of supervised instruction.

Objectives

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

  1. demonstrate knowledge and understanding of a range of theories, models and frameworks used for the design and evaluation of education/training programs as well as their application in a range of post-compulsory contexts (Foundations of Program Design and Program Plan)
  2. drawing on relevant theory and contextual factors, develop and justify an education/training program that responds to an identified training/learning need in their own context (Foundations of Program Design and Program Plan)
  3. drawing on relevant theory and contextual factors, develop and justify a plan for the evaluation of their program (Foundations of Program Design and Program Plan)
  4. critically reflect on and evaluate their own teaching episodes informed by a range of data sources (Summative Report, Journal, Video)
  5. demonstrate competency in planning, implementing and evaluating teaching/instructional episodes (Program Plan and Summative Report, Journal, Video)
  6. demonstrate knowledge, understanding and application of appropriate personal, professional and academic literacies (Teaching Placement Agreement, Foundations of Program Design, Program Plan and Summative Report, Journal, Video)
  7. demonstrate knowledge, understanding and application of appropriate ICT uses in education and training. (Foundations of Program Design, Program Plan and Summative Report, Journal, Video)
  8. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Foundations of Program Design, Program Plan and Summative Report, Journal, Video)

Topics

Description Weighting(%)
1. Planning for Reflective Practice 10.00
2. Foundations and Models of Curriculum Program Design and Evaluation 30.00
3. Needs and Context Analysis: Implications for Program Design and Evaluation 20.00
4. Design and development of a Training Program 20.00
5. Design and Development of an Evaluation Plan 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDV3401)

Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)

  • Tovey, M. D., & Lawlor, D. R 2011, Training in Australia: design, delivery, evaluation, management, 4th edn, Pearson Education Australia, French's Forest.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Brady, L., & Kennedy, K 2007, Curriculum construction, 4th edn, Pearson Education Australia, French's Forest, NSW.
  • Popham, W. J 1988, Educational evaluation, 2nd edn, Prentice Hall, Eaglewood Cliffs, NJ.
  • Print, M 1993, Curriculum development and design, 2nd edn, Allen and Unwin, Sydney, NSW.
  • Schon, D. A 1983, The reflective practitioner: How professionals think in action, Basic Books, New York.
  • Smith, D., & Lovatt, T 1990, Curriculum: action on reflection, 4th edn, Socail Science Press, Wentworth Falls.
  • Worthen, B. R., & Sanders, J. R 1987, Educational evaluation: alternative approaches and practical guidelines, Longman, New York.
  • Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..

Student workload requirements

Activity Hours
Assessments 70.00
Directed Study 70.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
TEACHING PLACEMENT AGREEMENT 1 1 23 Mar 2012 (see note 1)
FOUNDATIONS OF PROG DESIGN 40 39 16 Apr 2012
PROGRAM PLAN 60 59 11 Jun 2012
SUMMATIVE REPORT,VIDEO&REFLECT 1 1 11 Jun 2012 (see note 2)

NOTES
  1. A mark of one (1) indicates you have passed the Teaching Placement Agreement component. A mark of zero (0) indicates you have not passed the Teaching Placement Agreement component. Teaching Placement dates as per the Professional Experience Timetable.
  2. A mark of one (1) indicates you have passed the Summative Report/Video/Reflections component. A mark of zero (0) indicates you have not passed the Summative Report/Video/Reflections component. Teaching Placement dates as per the Professional Experience Timetable.

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.

  3. Penalties for late submission of required work:
    If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and must satisfactorily complete the sector-based professional experience.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    As there are no examinations in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing

Other requirements

  1. Students enrolled in this course require access to an instructional environment in which they can participate in the development, delivery and evaluation of a teaching unit/training program (or part thereof), including completion of 15 days of supervised professional experience.

  2. Students will require access to e-mail and have Internet access to UConnect for this course.

  3. IMPORTANT NOTE*: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT ‘BLUE CARD’. For further information: http://www.usq.edu.au/education/professional-experience/blue-card and http://www.ccypcg.qld.gov.au/bluecard/index.html
    *If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.
    *Students whose placements do not require them to come into contact with students under 18 years of age are not required to have a blue card. TAFE Teachers are exempt from the Blue Card requirement by virtue of their employment conditions (compulsory police checks carried out prior to appointment).