PSYCH513-20X (BLK)

Evaluation Research Analysis

30 Points

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Division of Arts Law Psychology & Social Sciences
School of Psychology

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: donna.walsh@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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Students are expected to be active learners and take the lead responsibility of reporting evaluation progress to the client (which involves undertaking agreed tasks on time and reporting back on them). Emphasis is placed on qualitative methods, collaborative approaches and evaluation as a strategy of incremental social change. Much of our class time will take the form of project management meetings in which we will review progress, plan specific tasks and allocate them. We will reflect on what we are learning about the art and science of evaluation, drawing on both our experiences and on relevant readings. The completion of a smallscale evaluation requires specific attributes that successful students will acquire. These shall be demonstrated by:

  • An ability to apply evaluation models and research principles to a small scale project
  • The ability to analyse, synthesise and critique information and apply these to evaluation objectives
  • Effectively communicate key relevant information gathered for an evaluation to the client
  • Demonstrate an ability to critically examine micro, meso and macro contexts surrounding an evaluation project and its development, and
  • Develop reflective practice skills about research implementation.
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Paper Structure

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This paper is delivered in block mode, which means that whole day workshops have been scheduled in place of weekly lectures during Trimester B. Attendance at these workshops is compulsory. Failure to attend a workshop without a medical certificate or pre-approved absence will result in penalties being applied to assessment (see Assessments). Sessions are reserved for teaching, project discussions and project supervision. The focus of each workshop will be dependent upon the pace at which projects are progressing. The following programme is indicative. Changes can be introduced to better align with progress on your evaluation project
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • The learning objectives are as follows.
    • Analyse, synthesise and critique information

    Students who complete this course will have the ability to analyse, synthesise and critique information and apply these to evaluation objectives

    • Communicate key information

    Completion of this course will demonstrate an ability to effectively communicate key relevant information gathered for an evaluation t o the client

    • Ecological Systems Analysis

    Students will demonstrate an ability to critically examine micro, meso and macro contests surrounding an evaluation project and its development

    • Reflective Practice

    In this course students will develop reflective practice skills about general research implementation approaches

    Linked to the following assessments:
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Assessment

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Graduate coursework is assessed by external moderators. As part of each review, the external moderator reviews the provisional grades given to students for assessed work. If any of your papers are to be externally moderated, your convenor will ask you to return all assessments for review by the external assessor. This work will later be available for collection at the School Office. External assessment includes directed studies.

If an automatic fail is allocated to a single piece of assessment the result will be an IC for the paper.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Seminar/Client Presentation
17 Jul 2020
11:30 PM
10
  • Online: Submit through Moodle
2. Data Engagement
2 Oct 2020
11:30 PM
30
  • Online: Submit through Moodle
3. Reflective Practice
7 Oct 2020
11:30 PM
30
  • Online: Submit through Moodle
4. Evaluation Report
20 Oct 2020
11:30 PM
30
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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There are no required Texts for this course. However, students are required to read all websites, papers and articles that are served via Moodle, distributed in class, or made available through the Faculty Information Centre. The following texts are referenced numerous times throughout the year and are available on course reserve at the library. Further, students can purchase copies of these for themselves or loan them from the library.

Wadsworth, Y. (2010). Building in research and evaluation. Crows Nest WSA; Allen & Unwin. ISBN: 9781742375403

Thomas, D., & Hodges, I. (2010). Designing and managing your research project: Core skills for social and health researchers. Thousand Oaks, CA.: Sage.

Dahlberg, L., & McCaig, C. (2010). Practical research and evaluation: A start to finish guide for practitioners. Beverly Hills,
California: Sage.

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Recommended Readings

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RECOMMENDED READINGS
Patton, M.Q., McKegg, K., & Wehipeihana, N. (2016). Developmental evaluation exemplars: Principles in practice. New York, NY: Guilford Press.

Creswell, J.W. (2009). Research Design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage.

Davidson, E.J. (2005). Evaluation methodology basics: The nuts and bolts of sound evaluation. Thousand Oaks, California: Sage.

Lunt, N., Davidson, C. & McKegg, K. (2003). Evaluating policy and practice: A New Zealand reader. Auckland: Pearson.

Owen, J.M. & Rogers, P.J. (1999). Program evaluation: Forms and approaches (2nd ed.). Sydney: Allen & Unwin.

Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed.). Newbury Park, CA: Sage.

Simons, H. (2009). Case study research in practice. City Road, London: Sage.

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Other Resources

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Over 50 reports completed by previous students are available for short-term loan from the paper convenor or the lecturer.
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Online Support

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KAUPAPA MAORI ACADEMIC SUPPORT
The School of Psychology is committed to the academic success of Māori students. Whitney Hippolite is the Maori Student Services Coordinator for FASS and is situated in JG.01. She can be contacted by email: whitneyh@waikato.ac.nz

TE AKA MATUA SUPPORT UNIT
Te Aka Matua Support Unit within FASS is also available for tauira studying PSYCH51319C. The kaiāwhina, or mentors, can help with
essay writing, referencing, going over concepts discussed in class and much more. Te Aka Matua can be reached via email on kaiawhina@waikato.ac.nz, phone on 8384466 ext 6539, or drop in to room JK2.02, in either groups or singularly. More information about the support group can be found at http://www.waikato.ac.nz/wfass/teakamatua/

PACIFIC STUDENT SUPPORT Pacific Student Support Adviser and Pacific tutors are available to assist students with advice in all areas of study as well as personal and cultural concerns. They can be contacted via email fasspacific@ waikato.ac.nz, phone 0800 800 145, or feel free to drop in at JG.04 either individually or as a group to see one of our friendly tutors.

PSYC CAFÉ
A communication space for students studying psychology. Information of importance to all students can be accessed on Psyc Café (Moodle). This information, The Fine Print', is available via a link on the main Psyc Café page, or this URL: http://elearn.waikato.ac.nz/mod/page/view.php?id=460931 (http://elearn.waikato.ac.nz/mod/page/view.php?id=460931)

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Workload

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For a typical student in a 30 point paper (offered over one semester) the workload is approximately 20 hours per week, including class contact time; 10 hours per week for a 15 point paper. The workload in this paper is standard. This paper involves project negotiations, participant interviews, as well as client and group meetings as necessary to plan an effective evaluation. In addition to those tasks you should expect to read 23 journal articles or book chapters each week, and to engage in your own self-directed learning on the topic of your project. A workload of about 20 hours per week (on average) should be anticipated, although at certain times, this might be exceeded. You can expect to schedule some project work during teaching recesses. These figures are only approximations, as papers vary in their requirements and students vary in both the amount of effort required and the level of grades they wish to achieve.
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Linkages to Other Papers

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This paper is one of the core papers for students intending to study Community Psychology. Evaluation is one of the core skills expected of programme graduates. As such, this paper should be taken alongside the suite of papers required, which includes: PSYC575, PSYC582 and PSYC583.
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Prerequisite(s)

Prerequisite papers: PSYC511 or PSYCH511

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: PSYC510, PSYC512 and PSYC513

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