Project management

PJM6125 Project Evaluation: Selecting Evaluation Tools

Overview and Rationale

For this assignment, you will be selecting evaluation tools and adding those selected to the Evaluation Goal Matrix that you developed as part of the previous assignment.

Program and Course Outcomes

This assignment is directly linked to the following key learning outcomes from the course syllabus:

 LO3: Analyze and apply appropriate evaluation tool  L07: Plan and conduct a tactical evaluation using both qualitative and quantitative

measures

In addition to these key learning outcomes, you will also have the opportunity to evidence the following skills through completing this assignment:

 Critical thinking  Problem solving

Essential Components & Instructions

Using the project you identified in Lesson 1 and the stakeholder analysis and performance metrics you identified as part of Lesson 2, you will be selecting evaluation tools and adding them to your Evaluation Goal Matrix from Lesson 2.

Begin by updating your Evaluation Goal Matrix with any feedback provided, and then add an additional column titled 'Evaluation Tool' and select an evaluation tool for each of the metrics you identified during Lesson 2. Therefore, you will identify a minimum of one evaluation tool for each of the entries in your evaluation goal matrix.

Once you identify the tools that you will use, write a few paragraphs on how each tool will be used, why the tool was selected, who will be responsible for performing the evaluation with the tool and how the data will be used and will help support the success of the project.

These entries can be made below your updated evaluation goal matrix. You should provide a thorough evaluation and explanation of each tool you list in your updated evaluation goal

matrix. You may wish to use materials from the lesson, readings, and external sources in writing the explanations. However, be sure to cite any sources that you use in writing the explanations.

Format

Below are some key guidelines you will want to ensure you follow. Think of this short list as a quality control checklist, along with the attached grading rubric.

 Be sure you have identified at least one tool per goal in your matrix

 You may use a tool to assess multiple goals if it is appropriate; if you do this, make sure

in your explanation that you provide sufficient detail to address all the goals the tool

addresses

 You should submit an updated Evaluation Goal Matrix and the narrative descriptive and

explanation of each tool in a single file (MsWord or .pdf)

 You should include a cover page

 You should provide a brief abstract about the process you went through to develop your

two tables.

 You should provide a project summary of your project

 You should format the documents professionally

 The tables should be readable without having to zoom in on small text

Rubric(s)

Assessment Element

Above Standard (100-95%)

Meets Standards (94.9 – 84%)

Approaching Standards

(83.9 – 77%)

Below Standard (76.9 – 70%)

Not Evident (69.9 – 0%)

Tool Selection and Updated Evaluation Goals Matrix (35%)

Selection of tools show excellent insight and makes appropriate usage of both quantitative and qualitative tools that is well matched to related evaluation goal.

Evaluation tools selected are well matched to related evaluation goal. Both quantitative and qualitative tools are used and appropriately matched to the goals.

Evaluation tools selected mostly aligns with related evaluation goal.

Evaluation tools selected are poorly suited for the relative evaluation goal and are heavily skewed towards quantitative or qualitative metrics.

Evaluation tools selected are not suited for the relative evaluation goal. Selected only qualitative tools or only quantitative tool that do not match the evaluation goal.

Tool Explanation (35%)

Provides a thorough evaluation and explanation of each tool listed in the updated evaluation goal matrix and properly references and cites sources as needed. Explanations show an insightful understanding of the role of the evaluation tools.

Provides an evaluation and explanation of each tool listed in the updated evaluation goal matrix and properly references and cites sources as needed. Explanations show an understanding of the role of the evaluation tools.

Provides a general evaluation and explanation of each tool listed, but does provide specific information or does not use proper references and citations. Explanations show a general understanding of the role of the evaluation tools.

Provides evaluations and explanations of the tools listed, but omits some tools and does not provide necessary detail. Explanations do not show an understanding of the role of the evaluation tool.

Does not provide evaluations or explanation of the tools listed in the evaluation goal matrix and does not show an understanding the role of the relevant evaluation tool.

Critical Thinking (15%)

Professional insights into depth and breadth of assignment - goes WELL beyond assignment

Comprehensive understanding of the evaluation tools; exploration of expert viewpoints and use of

Basic understanding of the evaluation tools; exploration of expert viewpoints and use of evidence to inform

Poor understanding of evaluation tools and is vague and/or not clearly linked to evaluation goals

Does not clearly link to the evaluation goal; explore expert viewpoints or use evidence to inform

requirements to explore performance evaluation tools and appropriate relevant new techniques

evidence to inform interpretation and analysis; thorough evaluation the context (historical, ethical, cultural, environmental or circumstantial settings), and self and others’ assumptions and perspectives when stating a position; well- informed conclusions based on methodically prioritized evidence and perspectives.

interpretation and analysis; includes a evaluation the context (historical, ethical, cultural, environmental or circumstantial settings), and self and others’ assumptions and perspectives when stating a position; conclusions are based on methodically prioritized evidence and perspectives.

clearly; includes some exploration of expert viewpoints and use of evidence to inform interpretation and analysis; includes a general evaluation the context (historical, ethical, cultural, environmental or circumstantial settings), and self and others’ assumptions and perspectives when stating a position, but lack specificity; conclusions are based on prioritized evidence and perspectives

interpretation and analysis; does not provide an evaluation the context (historical, ethical, cultural, environmental or circumstantial settings), and self and others’ assumptions and perspectives when stating a position; conclusions are not based on prioritized evidence and perspectives.

Grammar & Clarity (15%)

All work grammatically correct with no misspellings or grammatical mistakes. Expresses ideas and opinions clearly and concisely in a manner appropriate to the assignment.

All work grammatically correct with rare misspellings.

Minimal errors in spelling, grammar, sentence structure and/or other writing conventions but the reader is able to understand what the writer meant.

Frequent errors in spelling, grammar, sentence structure, and/or other writing conventions that distract the reader.

Writing contains numerous errors in spelling, grammar, sentence structure, etc. that interfere with comprehension. The reader is unable to understand some of the intended meaning.