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ESS529 Implementing Program Evaluation in Inclusive Education Settings (8)

Abstract


In this subject students implement the evaluation designed in ESS528. This includes building an implementation plan, seeking approvals and permissions, gathering and analysing data and constructing the evaluation report. The subject is designed to provide students with a practical research experience at AQF level 9 in an applied inclusive education setting.

+ Subject Availability Modes and Location

Session 2
OnlineBathurst Campus
Continuing students should consult the SAL for current offering details: ESS529
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Enrolment restrictions

Prerequisite(s)Incompatible subject(s)Related subject(s)
ESS528ESS527 ESS528 ESS529 involves implementing the evaluation designed in ESS528.
ESS527 ESS529, in combination with ESS528, makes ESS527 obsolete

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to build a statement of key events or pivot points for the implementation of their evaluations;
  • be able to identify all stakeholder groups and participants that require communication/permission to participate in the evaluation and plan for securing input and approval;
  • be able to build a GANTT chart and worksheet to guide the implementation of their evaluations;
  • be able to secure feedback about their plans prior to moving forward with implementation;
  • be able to develop a brief readable summary of the overall report under the following headings: purpose; description of how data were obtained; key findings, judgments, and recommendations; references directing reader to locations in the report for more detailed discussion;
  • be able to write a succinct and informative introduction to their evaluation reports that describe the foci and provides an advance organiser for the report overall;
  • be able to incorporate elements of their targeted literature review and evaluation questions into their evaluation reports including articulating key elements in the executive summary and introduction as well as inclusion in a section of the report entitled targeted literature review and evaluation questions;
  • be able to summarise the methodology for their evaluations in clear and readable language that includes key detail extracted from the design; and,
  • be able to develop a results section for their reports that includes (for each question): restatement of the question; a description of the data findings, qualitative or quantitative (note that all charts and tables need to be accompanied by an explanatory narrative); a summary statement that links the findings to the standard, and states the outcome for the question; and a summary of the findings for the questions overall in relation to the purpose and intended outcomes.

Syllabus

The subject will cover the following topics:
  • Key Events
  • Communications and Approvals
  • Implementation
  • Peer Feedback
  • Reportage-Executive Summary
  • Introduction and Focus
  • Targeted Literature Review and Evaluation Questions
  • Plan and Procedures
  • Results
  • Conclusions
  • Self-Evaluation

Back

The information contained in the 2018 CSU Handbook was accurate at the date of publication: 18 October 2017. The University reserves the right to vary the information at any time without notice.