PUB HLTH 3123 - Evaluation in Public Health III
North Terrace Campus - Semester 1 - 2014
General Course Information
Course Code PUB HLTH 3123 Course Evaluation in Public Health III Coordinating Unit Public Health Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Prerequisites PUB HLTH 2005 & at least 3 units from PUB HLTH 2100, PUB HLTH 2200 Assumed Knowledge PUB HLTH 1001 & PUB HLTH 1002 Course Description Building on Essentials of Epidemiology II, this course extends understanding of the range of evaluation models and designs which are applied for a broad variety of public health interventions. The course will equip students with a sound methodological understanding of quantitative and qualitative approaches and the practical knowledge and skills to apply a broad range of related methods in conducting evaluations of interventions targeting different groups. The design, conduct and reporting of evaluation will be explored in the context of the cultural, social and political dimensions of public health. Students will be equipped to both conduct and critique evaluations, and will further develop their applied research skills.
Course Coordinator: Dr Paul AylwardCourse Coordinator: Paul Aylward
Phone: +61 8 8313 3454
Location: Level 11, 178 North Terrace
Course Coordinator: Vivienne Moore
Phone: +61 8 8303 4605
Location: Level 8, Hughes Building
Learning and Teaching Team
Phone: +61 8 8313 2128
Location: Level 7, 178 North Terrace
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Identify and comprehend of the relationship between program plans and evaluation plans (matrix format) 2 Develop an awareness of a range of evaluation approaches and designs 3 Understand the different epistemological and methodological underpinnings of quantitative and qualitative methods in evaluation 4 Understand how to apply experimental and quasi-experimental designs in outcome evaluation and demonstrate critical appreciation of strengths, weakness and appropriateness of these designs 5 Understand qualitative approaches to evaluation and demonstrate critical appreciation of strengths, weakness and appropriateness of these approaches 6 Demonstrate knowledge and understanding of the principles and value of participatory and naturalistic approaches to evaluation 7 Develop and apply skills to design a small scale project evaluation selecting appropriate model and methods 8 Identify cultural, social and political dimensions of evaluation in public health contexts 9 Demonstrate knowledge and skills in reporting & communicating evaluation findings 10 Gain skills to methodologically critique evaluation reports
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-9 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 10 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1-9 Skills of a high order in interpersonal understanding, teamwork and communication. 7-9 A proficiency in the appropriate use of contemporary technologies. 9-10 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-10 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 8-9
Required ResourcesAll resources will be provided through MyUni, as will all other course materials such as the course profile and timetable, notes for lectures, tutorial activities, discussion board, quizzes, and assignment information and submission (where appropriate).
A list of selected readings will be made available at the beginning of the course and will be accessible through MyUni. While there is no set text for this course the following book will be referenced periodically and an electronic copy of this is available through the library:
Wadsworth, Y. (2011). Everyday Evaluation on the Run (3rd ed.): Left Coast Press.
Online LearningThere are several on-line evaluation resources and useful websites available to introduce students to concepts used in the course including:
Murrey, C., Aylward, P., Martin, M., & Cooke, R. (2005). Planning and Evaluation Wizard (PEW) from http://som.flinders.edu.au/FUSA/SACHRU/PEW/index.htm
Managed and co-written by your friendly lecturer, this is a practical guide for community and allied health workers conducting project and program evaluation.
Carter McNamara, Authenticity Consulting, LLC. Basic Guide to Program Evaluation
Adapted from the Field Guide to Nonprofit Program Design, Marketing and Evaluation.
Commonwealth Department of Health and Aged Care. (2001). Evaluation: A guide for good practice. In M. H. B. Health Services Division (Ed.). http://www.health.gov.au/internet/main/publishing.nsf/Content/mental-pubs-e-evalgde
Australasian Evaluation Society Website:
Learning & Teaching Activities
Learning & Teaching ModesLectures are supported by interactive practicals that are designed to develop and clarify topics covered in lectures. These are generally problem-solving sessions, providing an opportunity for ‘hands on’ work with the concepts taught and applied to evaluations of a range of public health interventions. Assignments provide an opportunity to undertake in depth analysis of some key concepts of the course. The course will also utilize interactive web resources to facilitate self-directed leaning.
Throughout the course students will work in groups during practicals to collectively and systematically develop evaluation plans selecting suitable designs, approaches and data collection methods for targeted populations.
Visiting practitioners will provide case study evaluation examples focussing on marginalised groups to highlight the complexities and practicalities of applying real evaluation.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Students are active participants in the learning process, and we assume that you are willing and able to prepare fully for classes, to participate in discussions and to carry your share of the workload. Students will be required to work both individually and in groups and part of the assessment concerns a group presentation which all group members should contribute to equally.
Students are expected to attend all sessions including lectures as these will directly inform following practical sessions. Attendance sheets will be kept for all practicals.
Students should allow a minimum of three independent study hours for every hour undertaken in formal class work contact. In addition, students should allow a minimum preparation time for practicals of one hour. This means that, for Evaluation III, you will have to set aside at least a further ten hours per week for reading around topics and preparation for class activities
You are urged to bear this in mind when planning your university timetable, particularly if you are also engaged in paid employment. In our experience, students may not be able to demonstrate their full capacity if they are working full-time and studying full-time.
Learning Activities Summary
Week Topic Lecture Week 1 Course introduction and structure. Defining evaluartion in public health, practicalities, possibilities, limitations and the changing role of the evaluator The intrinsic worth of Evaluation in Public Health Week 2 Objectives based evaluation models. Addressing Process and Outcome Evaluation. Designing Evaluation Plan Matrices and Program Logic Integration of Evaluation with Public Health Intervention Week 3 Experimental, Quasi -Experimental and Single Group Designs The strength and limitation of 'scientific' Outcome Evaluation design Week 4 Community Based, participatory action research, empowerment, utilization focused and ‘realistic’ evaluation Popular alternative Evaluation Models Week 5 The theoretical underpinnings of
Evaluation design, epistemology, Methodology. Contrasting Quantitative and Qualitative methods
Why consider 'theory' in Evaluation approaches? Week 6 Surveying stakeholders: Contrasting administration modes (CATI & phone interviews, CAPI, face-to-face interviews, e-mail, digital), principles and practicalities of Sampling methods Applying Quantitative Methods to the collection of evaluation data 1 Week 7 Operationalising evaluation process and impact indicators. Designing questionnaires. Validity and Reliability issues. Question types and scales. Applying standardised tools Applying Quantitative Methods to the collection of evaluation data 2 Week 8 Levels of measurement. Central tendency and dispersion measures. Contingency tables and associated statistics. Interpreting Standard error and confidence intervals Interpreting quantitative Evaluation Data Week 9 Addressing the limitations of quantitative data. Observation, Participant Observation, In-depth Interviews, Conjoint Interviews. Sampling qualitatively. Introduction to qualitative data analysis Applying Qualitative Methods to the collection of Evaluation data Week 10 Applying Focus Groups. Definitions, strengths, limitations and practicalities –
Using focus groups in evaluation research Week 11 Conducting Cross-cultural evaluation. Obtaining sensitive data. Conducting evaluation in the political sphere. Ethical issues in evaluation Evaluation of sensitive public health ropics with marginalised groups Week 12 Structuring evaluation reports. The ethics of reporting. Alternatives to evaluation reports Reporting and disseminating evaluation findings
Small Group Discovery ExperienceSmall class teaching will be conducted in practicals with a 'flipped' class being conducted in selected lectures and practicals.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Quiz x2 Summative 10% 1-6 Practical Participation Summative 5% 7 Evaluation Design Summative 30% 1-8 Group Presentation Summative 15% 2-6, 8-10 Major Assignment Summative 40% 2-10
Assessment Related RequirementsAttendance and active participation at practicals is compulsory. Students are expected to habe prepared for these sessions through attending lectures, prior reading and reflection.
Assessment DetailParticipation in practical sessions - 5%
Summative Quizzes x 2. There will be two mutiple choice quizzes covering concepts addressed in the lectures, practicals and reading materials. These will be accessed through MyUni using randomly allocated questions (around 6 of 24 possible) to be answered within 15 minutes. Results will be automatically available to students.- 5% each.
Design small scale project evaluation and justify the approach adopted (2000-2500 words).
Students will individually design an evaluation for a selected intervention addressing a specific target group. This will include specifying the components of the intervention to be evaluated, identifying stakeholders, designing an evaluation plan and selecting and justifying the evaluation approach adopted - 30%.
Group work presenting and critiquing an existing evaluation – a 15 minute group presentation using powerpoint in which each group member presents providing an overview of the evaluation and critiquing its methodology and design, including suggestions for improvement. - 15%
A Major assignment comparing different evaluation approaches (3000-3500 words). Students should demonstrate a comprehensive understanding of approaches considered in the course and their relative contextually informed strengths and weaknesses 40%
SubmissionWritten assignments will be submitted in printed form with an accompanying cover sheet (provided through MyUni):
1) Assignments must be placed through the slot in the locked box at Reception, Discipline of Public Health, Level 7, 178 North Terrace.
2) No assignment will be accepted by mail, e-mail or fax without prior written agreement from the Course Co-ordinator.
3) The appropriate cover sheet must be attached to each assignment (available on MyUni).
4) Each student submitting an assignment must also sign and date the designated class list (for this specific course and assignment) which will be sited at Reception.
5) Assignments must be submitted by 4 pm on the due date. The locked box will be emptied every day at this time.
Note: You should retain a printed copy of the assignment submitted.
Assignments that are received by the due date will be marked and returned within 2 weeks. Written feedback will be provided on assignments. Re-submission will not normally be considered.
Marks will be deducted when an assignment for which no extension has been granted is handed in late. The procedure is as follows: - All assignments, including those handed in late, will be assessed on their merits; - For late assignments, marks will then be deducted from the mark awarded, at the rate of 5 percentage points of the total possible per day.
The Discipline reserves the right to refuse to accept an assignment that is more than 7 days late.
Extension must be requested on the last working day before an assignment is due.
Only the Course Co-ordinator may grant an extension.
Extensions will only be granted on medical or genuine compassionate grounds. Documentary supporting evidence such as a medical certificate will be required.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
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- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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