EUQ663 Program Logic Models for Evaluation Research

Unit Outline: Session-2B 2026, QUT Online, Online

Overview

Program logic models depict the activities or actions taken in a program, and the expected short, medium, and long term outcomes expected to be achieved. For example if a school introduces a new transition-to-school program what activities does it actually involve (classroom visits, parent information sessions); and what outcomes are they hoping to achieve in the short-term (child comfort in the setting) and in the longer term (parent engagement with school). The process of developing program logic models helps individuals and teams in many fields better articulate exactly what it is they are trying to achieve in their work, and acts to bring everyone on to "the same page".  Logic models are also a necessary first step in designing an evaluation which seeks to understand what works and for whom. In this unit you will learn about the theory and practice of program logic modelling, and its uses for program development and evaluation as a type of research.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Demonstrate knowledge of research principles (CLO 1.2)
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)
3. 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)
4. 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

Learning Approaches

In this unit you will learn through self-paced online learning modules which 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 through automatically marked online quizzes.

Assessment

Overview

Formative assessment throughout the unit is through weekly online quizzes and your responses as part of online learning discussion. There will be a single summative assessment piece at the end of the unit which requires you to develop a program logic model for one of the scenarios provided.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Program logic model

In this assessment piece you will select one of the provided program scenarios and prepare a program logic report using the processes you have learnt about during the semester. The report will include a short rationale for developing a program logic, identification of the key stakeholders you would engage in consultation, a draft logic model for the program including all components and with an accompanying description, and a description of the potential applications of the logic model for the program, including evaluation design possibilities. This is an authentic assessment piece because practitioners and leaders are often required to develop and use program logic  models.

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

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

Creating program logic models from the Better Evaluation website. https://www.betterevaluation.org/en/resources/guides/creating_program_logic_models

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit.

Course Learning Outcomes

EQ71 Master of Education

1. Demonstrate knowledge of research principles and methods applicable to the field of education (CLO1.2).
   Relates to: ULO1
2. Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
   Relates to: ULO2
3. Demonstrate communication and technical research skills to justify and interpret educational theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
   Relates to: ULO3
4. 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).
   Relates to: ULO4