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ED 555 Assessment and Evaluation inAdult Education
Alejandro, Jeffery E.


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 555 Assessment and Evaluation inAdult Education

Semester

S1P 2011 DL

Faculty

Jeffery Alejandro

Title

Assistant Professor of Adult Education

Degrees/Certificates

EdD - Higher Education Administration, East Carolina University
MAEd - Adult Education, East Carolina University
BA - Public Relations/Mass Communications, UNC-Pembroke

Office Location

Online

Office Hours

8am - 8pm (EST)  Monday-Friday

Daytime Phone

(252) 917-2205

E-Mail

jeffery.alejandro@park.edu

jeffery.alejandro@gmail.com

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Required:

Title:  Evaluating Training Programs
Author:  D.L. Kirkpatrick & J.D. Kirkpatrick
Publisher:  Berrett-Koehler Pyublishers, Inc.
ISBN: 1-57524-254-09781576753484
 
To purchase for $30 as a PDF, see http://www.bkconnection.com/ProdDetails.asp?ID=1576753484&d=toc. Hardcover price: $42.95.

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
ED 555 Assessment and Evaluation in Adult Education: this course introduces theoretical foundations, models, and practices in assessment and evaluation as appropriate for adult learning environments, including those requiring accommodations and cross-cultural considerations. Students will develop a detailed assessment plan and a program evaluation for potential implementation. Prerequisite: Graduate standing.

Educational Philosophy:
The instructor’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, Internet, videos, websites and writings. The instructor will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

Class Assessment:
This course is designed to increase your knowledge as well as critical thinking, oral, written, and nonverbal communication skills. Five elements, which are explained below, comprise your final course grade. A rubric, or grading tool, will guide you in preparing each assignment and in understanding the grades you earn on them. A standard 10-point grading scale is used for assigning the final course grade.

Participation. Discussions in an online class are similar to those in the traditional class. Please post your initial response to each topic no later than Wednesday of each week. Contribute to the exchange of comments and questions, and raise issues of related interest. You are expected to respond to at least two classmate entries per topic. All entries should be substantive rather than mere statements of agreement. Be respectful and courteous; proper spelling, punctuation, and slang-free grammar are expected at all times. We do not post prior to the start of each week, or after it has closed. Participation grades will be posted by Wednesday for the preceding week. (20 points/week)

Search and Summarize Essay. The field of adult education is evolving continuously. No single information source can provide all that one needs to stay abreast of important issues and trends. Yet collectively, members of a learning community can distill much from the wide array of resources available. For this assignment, you are to locate a recent publication on a course-related topic of interest to you. Select the publication from a peer-reviewed journal, research report, or professional organization. Other sources should be instructor-approved in advance. Please post your selection to the DocSharing section of our course for everyone to read. Summarize and critique the item for its relevance and contribution value to our field. Your essay will be due in the Dropbox on Sunday of Week 3, and posted to the designated Week 4 discussion thread. (60 pts.)

Interview. Through this activity you have an opportunity to establish or deepen a professional relationship with an expert in the field of training and development. In doing so, you will strengthen your interpersonal skills and learn first-hand about real-world assessment and evaluation. You are to identify a local organization of sufficient size to have a designated training and development department. Locate a managerial-level trainer if possible, and schedule a one-hour interview. Seek permission to record the interview, as it will greatly enhance your reflection and reporting. If your current location makes a telephone or email interview necessary, contact the instructor no later than week 2 of the course to discuss. Consult the rubric for guidance in preparing, conducting, and reporting (in first person voice) on the interview. Papers are due Sunday of week 4, and will be shared for group discussion in week 5. (100 pts.)

Core Assessment / Project.The purpose of this assignment is for you to apply some of the most relevant concepts and best practices in developing a comprehensive assessment or evaluation project. You will have much freedom in developing your project; however, at intervals during the process you will submit a detailed plan to the instructor for approval. Additional guidelines and a grading rubric will be provided. This assignment is due in the Dropbox on Sunday of week 7. (120 pts.)

Proctored final examination. Park University requires that a final examination be completed in person, during week 8, in a proctored testing environment. This exam may be written at any of the Park University sites around the country or at an alternative location (under approved circumstances). Display of a photo ID is required at the time of the exam. Guidelines for selecting an acceptable proctor can be found on the Park University website. Students are responsible for arranging a proctor for the final exam. Beginning Week 2 of the term, you can access the Park University Online Proctor Request form at http://proctor.park.edu to request a proctor. The ED555 deadline for proctor approvals is Friday of week 5.  The exam will be comprehensive, essay type. A study guide will be provided in week 7. (60 pts.)

Grading:

 

  DISCUSSIONS  

18 - 20 pts.

16 - 19 pts.

12 - 15 pts.

        0 -11 pts.

Promptness and Initiative

Consistently responds to postings in less than 24 hours; demonstrates initiative

Responds to most postings within a 24 hour period; needs occasional prompting to post

Responds to most postings several days after initial discussion; limited initiative

Responds to few postings; rarely participates freely

Delivery Style

Consistently posts correct entries with rare writing errors

Entries contain few writing errors

Writing errors are seen frequently

Uses poor spelling and grammar; entries seem “hasty”

Relevance

Consistently posts comments related to topic; references cited relate well

Frequently posts remarks related to discussion content; prompts further discussion of topic

Most posts are short and offer no further insight into the topic

Posts items that do not relate to the topic; makes irrelevant or short remarks

Expression

States ideas and opinions in a clear and concise manner, supported and with a clear link to topic

States opinions and ideas clearly with occasional lack of clarity

Unclear connection to topic shown by minimal use of opinions or ideas

Does not express opinions or ideas clearly; no link to topic

 

Contribution to the Learning Community

Aware of needs of entire group; frequently attempts to spark group discussion; uses creative approaches   

Frequently aims to move discussion; shares relevant viewpoints; and interacts freely

Adds occasional  meaningful reflection, with marginal effort at involvement

Makes no effort to participate in the learning community; seems indifferent

Subtotal

/20

Deductions on writing: spelling, punctuation, grammar, APA, etc.

Weekly discussion grade

/20

 

SEARCH AND SUMMARIZE ESSAY

60 Pts.

“A” range: 54 – 60 points

FOCUS. Contains a clearly identifiable and sharp focus statement. Fully developed paragraphs give support. Illuminating insights engage the reader.

DEVELOPMENT. Paper presents a full discussion - uses material from supplied readings and ideas, experiences, or information supplied by the writer. All material is smoothly integrated and persuasively supports the focus.

ORGANIZATION. Easy to follow, and its structure seems effortless because of smooth transitions and a convincing rhetorical pattern.

MECHANICS. Reads exceptionally smoothly, with effective transitions. Contains no errors in grammar, usage, punctuation, or spelling.

“B” range: 48 – 53 points

FOCUS. Contains an identifiable and sharp focus statement. Fully developed paragraphs lend support.  

DEVELOPMENT. Paper has incorporated material appropriately and smoothly in terms of style and content; includes writer’s ideas and experiences. The focus is clearly supported.

ORGANIZATION.  Has a clear paragraphing and logical sequence of topics.

MECHANICS. Paper may contain an occasional problem in sentence structure or diction, but the reader is never seriously distracted. Contains no errors in grammar, usage, punctuation, or spelling.

“C” range: 42 – 47 points

FOCUS. Contains a focus statement but it is less well developed. Paragraphs may support the focus, but are less developed. 

DEVELOPMENT. Paper uses some material to support its focus; sources are not discussed critically.

ORGANIZATION. Paper is generally easy to follow, with reasonable paragraphing, though the discussion may wander briefly.

MECHANICS. The lack of smooth flow may distract the reader but the meaning can be determined. Contains no errors in grammar, usage, punctuation, or spelling.

Unacceptable: 0 – 41 points

FOCUS. Paper lacks focus and cohesion.

DEVELOPMENT. Paper makes no use of sources, fails to provide coherent support for the focus, or it consists of unmarked quotations (such as copying from the sources word-for-word.)

ORGANIZATION. Paper is difficult to follow, either because the sequence of topics is illogical or repetitive, or because the paragraphing is not helpful.

MECHANICS.  Paper has severe problems with sentence structure or word choice – to the extent that the meaning is difficult or impossible to understand. Contains errors in grammar, usage, punctuation, or spelling.

SUBTOTAL

/60

DEDUCTIONS on writing (spelling, punctuation, grammar, APA, etc.)

GRADE

/60


 

  
 
INTERVIEW

  100 Pts. 

1.

Selects appropriate interviewee (title, scope of duties, accessibility).

/10

2.

Describes preparation of interviewee for role as trainer/staff developer.

/10

3.

Includes the job description of the interviewee.

/10

4.

Describes the scope of services and/or products of the organization.

/10

5.

Identifies the training/development challenges faced by the organization.

/10

6.

Describes the employee/trainee population in the organization.

/10

7.

Describes training/development priorities (short- and long term) of interviewee.

/10

8.

Identifies approaches used in the assessment/evaluation of employee knowledge, skills, and disposition. Which of these traits is/are considered embedded, and which are addressed in training/development programs? (see course obj. #4)

/10

9.

Discusses the use of recognized models of assessment/evaluation.

/10

10.

Describes significant new insights into adult education as a result of this activity.

 / 10

Subtotal

 /100

Deductions on writing: spelling, punctuation, grammar, APA, etc.

TOTAL

        /100



Core Assessment Rubric

Competencies

Criteria

Score  /120

I. Cognition (60 pts.)

  1. Comprehension
  2. Analysis
  3. Synthesis
  4. Evaluation
  5. Application
  6. Interpretation
  7. Creativity

Exceeds expectations. Paper contains a clearly identifiable and sharp focus statement. Fully developed paragraphs give support. Illuminating insights engage the reader. Writer presents a full discussion, using material from assigned readings and ideas as well as personal experiences and information supplied by the writer. All material is smoothly integrated and supports the focus persuasively.
Meets expectations. Paper contains an identifiable and sharp focus statement. Fully developed paragraphs lend support. Writer has incorporated material appropriately and smoothly in terms of style and content; includes writer’s ideas and experiences. The focus is clearly supported.
Does not meet expectations. Paper contains a focus statement but it is less well developed. Paragraphs may support the focus, but are less developed. Writer uses some material to support the focus; sources are not discussed critically.
Shows no evidence of meeting expectations. Paper lacks focus and cohesion. Writer provides few if any appropriate sources and fails to provide coherent support for the focus.

II. Technical Skill (30 pts.)

        Professional writing

Exceeds expectations.  Paper is easy to follow, and its structure seems effortless because of smooth transitions and a convincing rhetorical pattern. Reads exceptionally smoothly, with effective transitions. Writer made no errors in grammar, usage, punctuation, APA style, or spelling.
Meets expectations. Writer uses clear paragraphing and logical sequence of topics. Paper may contain an occasional problem in sentence structure or diction, but the reader is never seriously distracted. Writer makes no errors in grammar, usage, punctuation, or spelling.
Does not meet expectations. Paper generally is easy to follow, with reasonable paragraphing, though the discussion may wander briefly. The lack of smooth flow may distract the reader but the meaning can be determined. Writer makes no more than three (3) errors in grammar, usage, punctuation, APA style, or spelling.
Shows no evidence of meeting expectations. Paper is difficult to follow, either because the sequence of topics is illogical or repetitive, or because the paragraphing is not helpful. Paper has severe problems with sentence structure or word choice – to the extent that the meaning is difficult or impossible to understand. Writer has committed numerous errors in grammar, usage, punctuation, APA style, or spelling.

III. Disposition (15 pts.)

  1. Interpersonal skills
  2. Ability to articulate and apply ethical principles of the profession
  3. Appreciation for human diversity and dignity

Assessed via discussions about Project.

Exceeds expectations. States ideas and opinions in a clear and concise manner, supported and with a clear link to topic.  
Meets expectations. States opinions and ideas clearly with occasional lack of clarity. Frequently aims to move discussion; shares relevant viewpoints; and interacts freely.
Does not meet expectations. Most posts are short and offer no further insight into the topic. Unclear connection to topic shown by minimal use of opinions or ideas. Adds occasional meaningful reflection, with marginal effort at involvement.
Shows no evidence of meeting expectations. Responds to few postings; rarely participates freely. Discussion entries seem written in haste. Does not express opinions or ideas clearly; no link to topic.

IV. Leadership (15 pts.)

  1. Team work
  2. Collaboration
  3. Initiative
  4. Creative problem-solving, etc.

Assessed via discussions about Project.

Exceeds expectations. Consistently posts comments related to topic; references cited relate well. Consistently responds to postings in less than 24 hours; demonstrates initiative. Aware of needs of entire group; frequently attempts to spark group discussion; uses creative approaches.   
Meets expectations. Frequently posts remarks related to discussion content; prompts further discussion of topic.  Responds to most postings within a 24 hour period; needs occasional prompting to post.
Does not meet expectations. Responds to most postings several days after initial discussion; limited initiative.  Adds occasional meaningful reflection, with marginal effort at involvement.
Shows no evidence of meeting expectations. Posts items that do not relate to the topic; makes irrelevant or short remarks. Makes no effort to participate in the learning community; seems indifferent.

Total Score

/120

Grading Scheme

REQUIREMENT

CALCULATION

DUE DATE

1. Weekly discussions

20 pts. x 8 wks. à 160 pts.

Wednesday & Sunday

2. Essay

60 pts.

Wk. 3 Sunday

3. Interview 

100 pts.

Wk. 4 Sunday

4. Core Assessment - Project

120 pts.

Wk. 7Sunday

5. Proctored final exam

60 pts.

Wk. 8 Sunday

TOTAL POINTS

500 pts.

90 – 100 % or
450 - 500 points = A

80 – 89 % or
400 – 449 points = B

70 – 79 % or
350 – 399 points = C

Late Submission of Course Materials:

Due to the brevity of the term, late assignments are not allowed except in cases of extreme emergency, and at the discretion of the instructor. When in doubt, always contact your instructor rather than waiting until a due date has passed. Work submitted late may receive a 3-point score reduction for each day the assignment is late.

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2010-2011 Graduate Catalog Page 20

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2010-2011 Graduate Catalog Page 20


Attendance Policy:

Instructors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2010-2011 Graduate Catalog Page 24

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:
 

Tips for Your Success  



       
  • A class week is defined as the period of time between Monday and Sunday at 11:59 p.m. MT. Monday of Week 1 begins the term. 

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  • The Announcements (found on the Course Home main page) will be your best source for procedures, new information, and policies. Check for new information each time you enter the course.

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  • Please use email for private messages. I will respond within 24-48 hours, usually much sooner (unless I have notified the class that I will be unavailable temporarily).

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  • If you have a question (on an assignment, for example), please post it in the Office discussion thread rather than sending email to the instructor. This will allow everyone to benefit from questions and the answers. I check the Office at least once daily. Note that all postings can be viewed by the entire class.

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  • Sometimes it is easier to discuss an issue over the telephone instead of by email. I am happy to do so, and this works best when we set a date/hour in advance via email. If you are overseas we will make arrangements.

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  • In this course, all reference citations must comply with the format shown in APA 6th edition. Errors in citation will receive point reductions in grading. Failure to cite a source when required will be viewed as plagiarism (see Academic Honesty) and handled accordingly.

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  • All assignments must be submitted in order to receive a passing grade for the course.

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  • Please submit all assignments and attachments via the designated Dropbox unless instructed otherwise.

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  • Use professionalism, fairness, respect and tact in all course work. Slang is not appropriate. Spelling, punctuation, and grammar should be error-free. Plan to edit your discussion posts before posting them.

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  • Save every piece of completed work to a reliable storage device so that a technical problem will not negate your efforts. One option is to email it to yourself using the eCollege email, which is archived.

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  • If you experience computer difficulties, contact the eCollege helpdesk via phone (toll free) at 1-866-301-PARK (7275) or by email at helpdesk@parkonline.org

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  • If you have technical difficulties that are not being resolved and are preventing you from completing your assignments, please inform me as soon as possible. 

Copyright:

This material is protected by copyright and may not be reused without author permission.

Last Updated:1/12/2011 11:32:16 AM