EDID6504: Programme Evaluation and Course Assessment Methods

This was the fourth of eleven(11) core courses i undertook in the MSc in Instructional Design and Technology. This course taught me to design and implement a programme evaluation plan/report and a needs assessment plan, to carry out data analysis, we also examined ethical issues and threats to validity that may confront evaluators as they plan and conduct programme evaluations. One of the first things we got to do was to justify the need for a process evaluation of an education or training program in our environment. Then we had to identify a program in our country that would benefit from an evaluation, we then had to compare the impact, both positive and negative that the transactional method and the traditional method would have on such an evaluation.

Throughout this course I learnt how to; complete a needs assessment, conduct an evaluability assessment of a programme, compile a task selection worksheet, compile a literature review, identifying appropriate outcome evaluation questions, compile a draft task, procedural and prerequisite task analysis, create a Logic model table/Log Frame. I also learnt about; objectives ‘terminal and enabling and to classify those according to blooms taxonomy’, planning tools ‘e.g. the logic model’, different models for evaluation ‘e.g. the Input, process and product evaluation Model’. It is necessary for evaluators to ensure that the outcome evaluation reports are widely disseminated, because it can be used to chart the way forward for a program and also as a way to establish accountability with all stakeholders.

These courses have been an eye opener into the world of instructional design, I started this course with my own concept of what this course entailed and with each passing course I am beginning to realize I really had no idea what I was getting into, but I am enjoying the challenge.

One artefact that displays as evidence of my experience is