Course Coordinator: Dr Afzal Mahmood
Phone: +61 8 8313 3586
Email: afzal.mahmood@adelaide.edu.au
Location: Level 8 Hughes Building

Learning and Teaching Team
Phone: +61 8 8313 2128
Email: undergrad_enq@adelaide.edu.au

1	Identify and comprehend of the relationship between program plans and evaluation plans
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

All 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.

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There 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://www.flinders.edu.au/medicine/sites/pew/ This is a practical guide for community and allied health workers conducting project and program evaluation.

Framework for Program Evaluation in Public Health: developed by the CDC, this resource provides a set of  steps and standards for practical evaluation by programs and partners. While the focus is public health programs, the approach can be generalized to any evaluation effort. . http://www.cdc.gov/eval/

BetterEvaluation: Developed by an international collaboration to improve evaluation practice and theory by sharing and generating information about options (methods or processes) and approaches. http://betterevaluation.org/

Australasian Evaluation Society Website: http://www.aes.asn.au

Lectures 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.

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.

The course is divided into 4 modules:

1.  What is Evaluation: theory, approaches and models

2.  Designing, planning and implementing an evaluation

3.  Evaluating public health interventions’

4.  Evaluation in practice

Details of each module can be found in the Course Handbook.

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Small class teaching will be conducted in practicals with a 'flipped' class being conducted in selected lectures and practicals.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Quiz x 2	Summative	10%	2-6
Practical Participation	Summative	5%	1-7
Assignment 1	Summative	30%	1-8
Group Presentation	Summative	15%	2, 6, 8
Assignment 2	Summative	40%	2-10

Attendance and active participation at practicals is compulsory. Students are expected to have prepared for these sessions through attending lectures, prior reading and reflection.

Quizzes x 2.- 5% each.

Participation in practical sessions - 5%

Assignment 1: Essay (2000 – 2,500 words) 30%

Group Presentation: 15%

Assignment 2: Essay (3,000 – 3,500 words). 40%

Further details about each assessment can be found in the Course Handbook. 

Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.   Extensions will generally be granted only on medical or genuine compassionate grounds.  Supporting documentation must be  provided at the time a student requests an extension.  Without documentation, extensions will not be granted.  Late requests for extension will neither be accepted nor acknowledged.

Only the Course Co-ordinator(s) may grant extensions.

Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a  medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of  compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the  student’s situation.  The length of any extension granted will take into account the period and severity of any incapacity or impact  on the student.  Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits.  In the case of late assignments where no  extension has been granted, 5 percentage points of the total marks possible per day will be deducted.  If an assignment that is 2  days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%.  If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination  period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.

Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process  <https://www.adelaide.edu.au/student/grievance/process/>.  Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance.  This must be done within 10 business days of the  date of notification of the result.  Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.