EUN677 Evaluating Programs
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN677 |
|---|---|
| Equivalent(s): | EUZ677 |
| Assumed Knowledge: | Assumed Knowledge: Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $289 |
| Domestic tuition unit fee | $1,608 |
| International unit fee | $2,172 |
Unit Outline: Flexible Period - 10A 2025, Kelvin Grove, Internal (Start Date: 29 Sep 2025)
| Unit code: | EUN677 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ677 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Coordinator: | Jenna Gillett-Swan | jenna.gillettswan@qut.edu.au |
Overview
Evaluation is a particular subset of research that aims to result in a judgement about the value of a particular approach. Evaluation seeks to understand the effectiveness of programs, practices and policy: what works for whom and how? This unit will introduce you to critical processes and current thinking about evaluation. You will explore how different purposes for evaluation may be applied in educational and other settings. You will learn about the theory and terminology of evaluation; processes for articulating a theory of change for evaluation; design of program logic models; steps for evaluation design; and critical literacy in relation to interpreting and applying evaluation findings.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2)
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2)
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3)
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
This unit will cover the following content areas:
- Evaluative Thinking, theory, and terminology
- Program theory of change and logic models
- Levels of evidence
- Common evaluation designs
- Interpreting and applying evaluation findings.
Learning Approaches
In this unit you will learn through self-paced online learning modules released each week. These modules will include video learning materials, required readings, quizzes, and online discussions.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly online discussion forums with peers and the unit teaching team.You will also gain immediate feedback through the online quizzes you will engage in.
Assessment
Overview
Formative assessment throughout the unit is through weekly online quizzes and your responses as part of online learning discussions. There will be a single summative assessment piece at the end of the unit which requires you to develop an evaluation plan for one of the scenarios provided.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Evaluation plan
In this assessment piece you will select one of the provided program scenarios and prepare an evaluation design. During the course of the unit you will have discussed these scenarios and developed a simple program logic model for one of the cases, read and interpreted existing evaluations in this area, and received feedback on this. These activities and your logic model will inform your evaluation design which will focus on one aspect of the program logic model and include key components of overall evaluation design, participants, data collection approaches, analysis and reporting approaches. This is an authentic assessment piece because practitioners and leaders are often required to design and conduct evaluations within their contexts.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of required and recommended readings will be accessed through QUT Readings.
Resource Materials
Reference book(s)
Funnell, S.C., & Rogers, P.J. (2011). Purposeful Program Theory: Effective use of Theories of Change and Logic Models. San Fancisco, CA: Jossey-Bass.
Other
Better Evaluation website: https://www.betterevaluation.org/
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Unit Outline: Flexible Period - 10A 2025, Online (Start Date: 29 Sep 2025)
| Unit code: | EUN677 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ677 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
Overview
Evaluation is a particular subset of research that aims to result in a judgement about the value of a particular approach. Evaluation seeks to understand the effectiveness of programs, practices and policy: what works for whom and how? This unit will introduce you to critical processes and current thinking about evaluation. You will explore how different purposes for evaluation may be applied in educational and other settings. You will learn about the theory and terminology of evaluation; processes for articulating a theory of change for evaluation; design of program logic models; steps for evaluation design; and critical literacy in relation to interpreting and applying evaluation findings.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2)
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2)
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3)
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
This unit will cover the following content areas:
- Evaluative Thinking, theory, and terminology
- Program theory of change and logic models
- Levels of evidence
- Common evaluation designs
- Interpreting and applying evaluation findings.
Learning Approaches
In this unit you will learn through self-paced online learning modules released each week. These modules will include video learning materials, required readings, quizzes, and online discussions.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly online discussion forums with peers and the unit teaching team.You will also gain immediate feedback through the online quizzes you will engage in.
Assessment
Overview
Formative assessment throughout the unit is through weekly online quizzes and your responses as part of online learning discussions. There will be a single summative assessment piece at the end of the unit which requires you to develop an evaluation plan for one of the scenarios provided.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Evaluation plan
In this assessment piece you will select one of the provided program scenarios and prepare an evaluation design. During the course of the unit you will have discussed these scenarios and developed a simple program logic model for one of the cases, read and interpreted existing evaluations in this area, and received feedback on this. These activities and your logic model will inform your evaluation design which will focus on one aspect of the program logic model and include key components of overall evaluation design, participants, data collection approaches, analysis and reporting approaches. This is an authentic assessment piece because practitioners and leaders are often required to design and conduct evaluations within their contexts.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
A range of required and recommended readings will be accessed through QUT Readings.
Resource Materials
Reference book(s)
Funnell, S.C., & Rogers, P.J. (2011). Purposeful Program Theory: Effective use of Theories of Change and Logic Models. San Fancisco, CA: Jossey-Bass.
Other
Better Evaluation website: https://www.betterevaluation.org/
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.