PUB HLTH 3123 - Evaluation in Public Health III

North Terrace Campus - Semester 1 - 2017

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. Students will also gain insight into the practicalities of conducting evaluations in the field through presentations from a variety of evaluation professionals. The design, conduct and reporting of evaluation will be explored in the context of the cultural, social and political dimensions of public health. The course provides both a strong theoretical basis and a practical focus in order to prepare students for employment or further study.

  • General Course Information
    Course Details
    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
    Available for Study Abroad and Exchange Y
    Prerequisites PUB HLTH 2005 & at least 3 units from PUB HLTH 2100, PUB HLTH 2200
    Assumed Knowledge PUB HLTH 1001 & PUB HLTH 1002
    Assessment Quizzes, group presentation individual assignments
    Course Staff

    Course Coordinator: Dr Mohammad Mahmood

    Course Coordinator: Dr Afzal Mahmood
    Phone: +61 8 8313 3586
    Location: Level 8 Hughes Building

    Student & Program Support Services Hub
    Phone: +61 8313 0273

    Program Advisor’s booking system

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    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
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources
    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.
    Recommended Resources
    Online Learning
    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 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. .

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

    Australasian Evaluation Society Website:
  • Learning & Teaching Activities
    Learning & Teaching Modes
    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.

    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
    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.
    Specific Course Requirements
    Small Group Discovery Experience
    Small class teaching will be conducted in practicals with a 'flipped' class being conducted in selected lectures and practicals.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

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

    If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution 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.
    Course Grading

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.