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EDTECH 505 Course Syllabus (Spring 2012)

EDTECH 505: Evaluation for Educational Technologists

Instructor: John T. Thompson, Ph.D.
Office Hours: As needed. (Contact Dr. Thompson via cellphone or email to set up an office visit
via Skype.com or other Web conferencing application. Please contact Dr. Thompson if you
would like to schedule a synchronous session.)
Skype: john.thompson62
Email: [email protected]
Phone: 716-860-0341 cellphone (Eastern Time two hours ahead; 4pm in Boise is 6pm in
Buffalo)

Course Description and Prerequisites
Procedures for evaluating educational programs, training systems, and emergent-technology
applications. Prerequisites: EDTECH 501, EDTECH 503

Course Objectives
The goals of this course are for students to learn important concepts and practices in the field
of evaluation including: management, models, data sources, analysis, and reporting results. The
unofficial version of these is to empower you to become a consumer of research, and give you
the tools to skillfully evaluate educational materials. Why the emphasis on evaluation research?
Program evaluation is the single area of research application that most links researchers to
practitioners. Program evaluation investigates the effectiveness or impact of interventions and
social programs. One engages in program evaluation research to learn which aspects of a
program are working and which are not. This is a pivotal course in your degree program. You
will learn the process of planning evaluation research, design data collection instruments, and
analyze data. These skills are critical if you write grants, a thesis, dissertation, or article for
publication in an educational research journal. They are also critical if you are in the position of
evaluating the effectiveness of instructional practice, programs, software, curriculum, etc.
Teachers, principals, program evaluators, instructional designers, district technology
coordinators, and consultants are a few examples of people who might require these skills.

Course Materials
Required Textbook

Title: The ABCs of Evaluation (3
rd
ed.) edition)
Author(s): John Boulmetis & Phyllis Dutwin
Publisher: Wiley
Copyright: 2011
ISBN: 978-0-470-87354-0

Description from publisher: "Thoroughly revised and updated, the third edition of bestselling
The ABCs of Evaluation offers an introduction to program evaluation. This comprehensive
textbook covers topics such as stakeholder relationships, program design, data collection and
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analysis, reporting results, and other important steps in the evaluation process. The ABCs of
Evaluation shows how to select participants for the evaluation and how to deal with multiple
goals and objectivesincluding those of the organization, the staff, and the client. The authors
illustrate the circumstances under which each evaluation model can be used, and offer tips on
identifying data sources and collecting the data. This revision includes substantially increased
coverage of theory, methodological approaches, the business of evaluation, the evaluator's role
and responsibilities, RFPs and the grants process, logic models, data analysis, and writing the
evaluation report. Also included are new cases and scenarios from various evaluation realms in
social sciences, education, health, and human services. Throughout the book, charts, graphs,
models, and lists help organize, extend, and facilitate the understanding of each evaluation
concept."

Recommended Book (but not required)

Title: Publication Manual of the American
Psychological Association (6th Ed.)
Author: APA
Copyright: 2009
Publisher: APA
ISBN: 978-1433805615

Grading Policy and Grading Scale
Assignments are due no later than 11:59 PM Mountain (Boise) time on the specified days,
unless otherwise indicated.

Points per category:
Weekly Discussion Participation ......... 45 points
Weekly Assignment ............................ 80 points
Evaluation Proposal ............................ 25 points
Course Project .................................... 50 points
Total Possible ................................... 200 points

Scale:
A = 186-200 points
A- = 180-185
B+ = 174-179
B = 166-173
B- = 160-165
C+ = 154-159
C = 145-153
C- = 140-144
D+ = 134-139
D = 120-133
E = Below 120

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Disclaimers
1. This course involves a considerable amount of reading, writing, and online participation.
Be sure to plan your time accordingly.
2. This is a challenging course. A's are reserved for distinguished work. They are earned, not
given.
3. The total number of earned points for assignments, discussions, projects, etc. is the sole
determinant for the letter grade in the course.
4. Internet Sites Project (voluntary extra credit) is worth a possible 10 extra points.

Major Assignments and Schedule (subject to change)
Evaluation Proposal (due by March 13) - Your task is to submit an evaluation proposal (in the
range of 5-6 pages) in response to an issued Request for Proposal (RFP) that you will be
provided. Your proposal will address each of the sections as required by the RFP. This is not a
proposal to conduct your personal evaluation project. You will respond specifically to the
provided RFP. More details are provided elsewhere in the Moodle course site and during the
semester.

Evaluation Report Course Project (due by May 1) - The major course project (up to 10 pages plus
appendices) will involve conducting and writing a short report of a personally conducted
evaluation project on a real (not hypothetical) program or project. You plan and conduct an
actual small-scale evaluation of a small program or project in your school or organization. You
will gather and use real data for your report. More details are provided elsewhere in the
Moodle course site and during the semester.

Internet Sites Project (due by May 1) Optional extra credit project. You will work individually
to select and describe Internet sites concerning program evaluation not previously covered in
the course. More details are provided elsewhere in the Moodle course site and during the
semester.

Course Policies
Procedures Follow the instructions contained in the course documents and course materials
for the week. Materials will be located in the Moodle course site.

Communication Dr. Thompson will respond to emails and/or phone calls in a timely manner
within 24 hours on weekdays, perhaps longer on weekends and holidays. All course email will
be sent to your BSU Gmail account so be sure to check it often (daily is recommended).

Posting of Assignments Weekly materials normally will be posted no later than noon on
Wednesdays, as most learning modules will open on Wednesdays.

Assignment Submissions All assignments will include directions as to where and when to
submit assignments. There will be definite deadline dates for submissions.

Feedback/grades You will be informed of your progress toward the final course grade at
regular intervals. Assignments normally will be reviewed/evaluated within one week following
the assignment due date. Depending upon the assignment, you will receive comments and/or
points in the gradebook for submitted assignments. Please check the gradebook area of
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Moodle for earned points for assignments, etc. If you have any questions about points (or the
lack of them) in the gradebook, please contact Dr. Thompson ASAP.

Late assignments Late assignments may be reduced in grade. Special Circumstances Please
let Dr. Thompson know of any events/circumstances that may affect your ability to submit an
assignment on time, prior to the due date if at all possible.

Moodle Assistance This course uses the Moodle learning management system. You may
experience occasional problems with accessing Moodle or course materials, with your Internet
service, and/or other computer related problems. Make Dr. Thompson aware if a technical
problem prevents you from completing coursework.
EDTECH Moodle site - http://edtech.mrooms.org/login/
Moodle Assistance http://www.moodlerooms.com/resources/tutorials/participate/,
http://edtech.mrooms.org/

Academic Honesty All students are required to abide by Boise State University's Student Code
of Conduct - http://www.boisestate.edu/policy/policy_docs/2020_studentcodeofconduct.pdf.
Assignments completed must be your original work and cannot be used in/from previous or
current courses in the EDTECH program or elsewhere.

Reasonable Accommodations - To request academic accommodations for a disability, you will
need to contact the Disability Resource Center at 208-426-1583 located in the Administration
Building, room 114, to talk with a specialist and coordinate reasonable accommodations for any
documented disability. Students are required to provide documentation of their disability and
meet with a Disability Specialist prior to receiving accommodations. Information about a
disability or health condition will be regarded as confidential.

College of Education Mission Statement
The mission of the College of Education at Boise State University is to prepare professionals
using models that incorporate integrated teaching and learning practices to ensure high levels
of knowledge and skill, commitment to democratic values, and the ability to work with a
diverse population. As part of the only metropolitan institution in Idaho, the College of
Education provides a collegial environment that supports a wide range of research and
scholarly activity intended to advance and translate knowledge into improved practice at the
local, national, and international levels. The College promotes the healthy development of
society through outreach, partnership, and technical assistance activities that focus on
organizational renewal. It advances personal excellence and respect for individuals.
http://boisestate.edu/registrar/catalogs/online/coe.shtml

Department of Educational Technology Conceptual Framework
The Department of Educational Technology supports the study and practice of facilitating and
improving learning of a diverse population by creating, using, managing, and evaluating
appropriate technological processes and resources. Believing technology is a tool that enhances
and expands the educational environment, we promote the use of current and emergent
technologies for teaching and learning in a dynamic global society. Educational technologists
are leaders and innovators, serving in institutions of higher education, public or private school
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settings, federal, state, or local educational agencies, and educational organizations in the
private sector. http://education.boisestate.edu/teachered/conceptual-framework/

Department of Educational Technology Mission
The Department of Educational Technology is a diverse and global network of education
scholars, professionals, and candidates who:
Lead research and innovations in online teaching and learning
Model, promote, manage, and evaluate digital-age teaching and learning resources in K-
higher education environments
Inspire creativity and expertise in digital media literacies
Design and develop imaginative learning environments
Empower learners to be evolving digital citizens who advocate cultural understanding
and global responsibility
Promote and pattern participatory culture, professional practice, and lifelong learning
Forge connections between research, policy, and practice in educational technology
http://edtech.boisestate.edu/web/edtech.htm

AECT Standards
AECT Standards The standards are listed with assessments tied to standards.

Standards Addressed
AECT STANDARDS FOR THE ACCREDITATION OF INITIAL PREPARATION PROGRAMS

Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional
materials and experiences using print, audiovisual, computerbased, and integrated
technologies.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and
resources for learning by applying principles and theories of media utilization, diffusion,
implementation, and policymaking.
3.4 Policies and Regulations
Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and
supervise instructional technology by applying principles of project, resource, delivery system,
and information management.
4.1 Project Management
4.2 Resource Management
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of
instruction and learning by applying principles of problem analysis, criterionreferenced
measurement, formative and summative evaluation, and longrange planning.
5.1 Problem Analysis
5.3 Formative and Summative Evaluation
5.2 CriterionReferenced Measurement
5.4 LongRange Planning
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The Professional Educator
Boise State University strives to develop knowledgeable educators who integrate complex
roles and dispositions in the service of diverse communities of learners. Believing that all
children, adolescents, and adults can learn, educators dedicate themselves to supporting that
learning. Using effective approaches that promote high levels of student achievement,
educators create environments that prepare learners to be citizens who contribute to a
complex world. Educators serve learners as reflective practitioners, scholars and artists,
problem solvers, and partners.



Note: This course was developed in part from the syllabus and notes of an evaluation course
developed by Dr. Greg Sherman and Jeremy Tutty, and with assistance and material from Dr.
Ross Perkins.