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OLP 4404/5504

Evaluation in Corporate Training and

Professional-Technical Education

Course Syllabus

Instructor: Dr. Robin Lindbeck Organizational Learning & Performance (OLP) Garrison House, room 612 Campus Box 8081 Email: [email protected] Cell: 515-676-0611 (the best way to reach me is by email) You can connect with Robin on: · Twitter: https://twitter.com/RobinLindbeck · LinkedIn: http://www.linkedin.com/in/robinlindbeck

Teaching Assistant: Rachel Laird [email protected] OLP program assistant: Tanya Kriner [email protected], 208-282-3906 Robin’s Office hours: · by appointment (and TBD)

Required Text:

· McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press (ISBN-10: 1562863738)

· Other resources will be made available on Moodle.

Recommended Text:

· Phillips, P. P. (2012). The bottomline on ROI. King of Prussia, PA: HRDQ. (ISBN-13: 9781588545978)

Course Description:

This course prepares students to design and conduct evaluations and assessments for business and industry training and in professional-technical education.

This course is required for:

· Idaho Professional-Technical Education Teacher Certification

· Bachelor’s Degree in Workplace Training & Leadership

Course Objectives:

Upon successful completion of this course, the student will be able to:

1. Define evaluation, identify major reasons for evaluation, and describe common resistors for evaluation.

2. Describe the purpose of and create a level one evaluation.

3. Describe the purpose of and create at least four level two evaluations including written tests and other classroom assessments techniques.

4. Describe the purpose of and create a level 3 evaluation.

5. Analyze and interpret quantitative and qualitative data gathered from an evaluation.

6. Describe the purpose of and apply theoretically a level 4 evaluation.

7. Describe the purpose of and apply theoretically a level 5 evaluation/ROI.

8. Actively participate in small group forums and other class activities by creating an original post at least once a week and responding to the posts of at least two others each week.

Course Requirements:

All students will be required to read required materials and/or watch required videos each week, actively participate in weekly forums and complete the following assignments:

Assignments	Points	Objectives Evaluated
Case study assignment – background	15	1, 2, 3, 4
Evaluation plan	13	1, 2, 3, 4, 6
Level 1 evaluation	15	2, 5
Level 2 evaluation: Writing tests part 1	15	3, 5
Level 2 evaluation: Writing tests part 2	15	3, 5
Level 2 evaluation: Writing tests part 3	15	3, 5
Discussion forum on Classroom assessment technique (CAT)	5	3
Level 3 evaluation	15	4
Level 4 evaluation/AAR	15	6, 7
Final Critical reflection	13	1
Graduate Student Assignment
Term paper (see details below)	30
Participation in weekly forum activities	34	8
TOTAL Undergraduate students	170
TOTAL Graduate students	200

Extra Credit: There may be extra credit opportunities this semester. These will be an opportunity to expand your learning and earn additional points. Additional points will not be used to eliminate the need to turn in assignments.

Additional Requirement for Graduate Students

Graduate students will be required to complete one of two writing assignments this semester:

· Article for publication in a professional/trade journal: working alone or with a classmate, write an article on a topic pertinent to this class that would also be of use to other practitioners in your field. Steps for this project include: identify professional/trade journal you would like to target for publication, review previously published articles in this journal related to evaluation and identify a topic/purpose for the article that is of interest to you and appropriate for the journal, submit topic for approval to Robin as well as discussing rationale for article and selected journal if you have not already had these conversations with Robin, write first draft of article, share article with other graduate students for feedback, continue rewriting and soliciting feedback until article is complete, submit final draft of paper to Robin for feedback, submit article for publication. Because this is likely the first article you have written for publication, Robin is happy to work with you throughout the process.

· Research paper: write a paper on a topic pertinent to this particular class. This is an opportunity for you to deepen your understanding of a topic from class or explore another evaluation/assessment topic of interest to you. Steps for this project include: identify a topic for this paper (you will likely spend some time looking at the literature related to your topic in order to hone the focus for this paper), submit topic for approval to Robin as well as discussing rationale for the topic if you have not already had these conversations with Robin, write first draft of your research paper, share paper with other graduate students for feedback, continue rewriting and soliciting feedback until paper is complete, submit final paper to Robin.

Key Dates:

· Graduate students must submit topic for approval no later than the end of week 6 (Sunday, October 7, 2014 at 11:55 pm).

· Final writing assignment due no later than the end of week 14 (Sunday, Nov 30, 2014 by 11:55 pm

Writing Assignment Grading:

· The article for publication in a professional/trade journal will be based on the content, organization and quality of writing, adherence to style and guidelines for the journal and should represent graduate level work.

· The research paper will be graded based on the content, organization and quality of writing, adherence to standards in the Publication Manual of the American Psychological Association, American Psychological Association, Sixth Edition, and must represent graduate level work.

Course Grading

Grading will be based on the number of points received in the course. The following distribution is used:

Undergraduate:

A = 161 - 170 points A- = 156 - 160 B+ = 149 - 155 B = 144 - 148 B- = 136 - 143

C+ = 130 - 135 C = 124 - 129 C- = 119 - 123 D+ = 113 - 118 D = 102 - 112 F = below 102

Graduate:

A = 190 - 200 points A- = 184 - 189 B+ = 176 - 183 B = 170 - 175 B- = 160 - 169

C+ = 154 - 159 C = 146 - 153 C- = 140 - 145 D+ = 134 - 139 D = 120 - 133 F = below 120

Important Semester Dates:

Last day to drop full semester classes.	September 8
Last day to file application for December graduation.	October 17
The last day to withdraw from full semester spring courses and receive a “W” on your transcript.	October 31
Last day of the semester.	December 19

To see the full academic calendar, go to http://www.isu.edu/areg/acadclnd.shtml

Weekly Forum Discussion Guideline:

Discussion is a critical tool to broaden and deepen our understanding of the weekly readings, course content, and application of the information. In a face-to-face class, we are able to have at least some of these discussions face-to-face. Because this is an online, asynchronous class we will be using the discussion boards within our Moodle course for these discussions. My expectation for the critical thinking, articulation, engagement, and overall level of discussion in an online class is no lower than what I would expect in a face-to-face class.

Each week you will find topics and questions in the weekly framework to use as a basis for your discussions. Some information on your discussion posts:

· Initial posts are due no later than Wednesday, midnight of each week. I expect that all initial posts to be in paragraph form (minimum of 2 paragraphs/per initial post) addressing the questions and issues posed in the assignment. In some instances, due to the discussion assignment, initial responses could be several paragraphs long. Please do not include the assignment instructions or initial question in your post. You may definitely use it to help you create your post; however, all I would like to see in the actual post is your response. Also, do not attach your responses in a Word or some other format. All dialogue will occur within the forum box, unless otherwise noted.

· Responses to peers are due by Sunday, midnight of each week. Engage in a discussion by commenting on, challenging, and extending posts of your classmates. I expect a minimum of two peer posts by Sunday, midnight. Again, this is your chance to clarify, deepen and extend your learning!

· Quality of responses:

· In order to obtain full points for discussion boards, your responses must be quality posts. Good discussion board responses demonstrate critical thought and genuine interest. Successful responses often include opinions, tangential ideas about the topic, references to the weekly assigned readings, and references to the writer's own professional experiences. You should have at least five or more quality sentences free of any major spelling errors in peer responses.

· Discussion board responses with structural or spelling errors, or fewer than five sentences will be graded accordingly.

· Merely posting "I agree with you." "You made a good point”. “My styles and preferences are the same." "I like your response." are not acceptable initial responses to a classmate.

· Grades and feedback codes will be posted in the moodle gradebook.

Possible Timing for Each Week in This Course

In the workplace we can learn a lot from each other, and you will also have a chance to collaborate on your learning in this class. One of the learning strategies of this class is that you will be working in learning teams. The main purpose of these small group teams are not for completing group assignments, but rather the learning teams provide you with an opportunity for peer learning. You will have the opportunity discuss and clarity the weekly content in a forum that is set up for your learning team. You will also have the chance to share your assignments with your peers and get feedback from them before submitting your assignment for grading.

As a group, you will need to agree on a weekly time table that works for you. Here are the tasks that need to be completed each week:

Timeline	Task
No later than Sunday midnight	The materials for the week will be available
Monday-Sunday	Learning team members discuss with each other the topics and assignments for the week. This is a wonderful opportunity to learn from, and teach, each other!
(to be determined by group members)	Post your assignment for feedback from the people in your learning team before submitting the assignment for grading..
(to be determined by group members)	Learning team members provide feedback to each other on weekly assignments.
No later than Sunday, 11:55p (due date is not negotiable)	Assignment submitted via Moodle.

Tentative Course Outline

Beginning	Key Topics (Tentative)	Assignments Due Sunday at midnight *Forum discussions are due every week	Chapters from Text *additional readings, powerpoint, videos, and resources will be assigned each week
1	Aug 25	Getting organized Introduction to the text	Post introduction and respond to the introductions of others	1
2	Sep 1	Introduction to evaluation	Case study assignment – background	2
3	Sep 8	Evaluation and the design process	Evaluation plan	3
4	Sep 15	Level 1 evaluation	Level 1 evaluation	4
5	Sep 22	Level 2 evaluation Teacher vs. learner centered evaluation Validity & reliability		5
6	Sep 29	Writing test questions: true/false, multiple choice	Writing tests 1 Grad only: Paper topic due Oct 5, midnight
7	Oct 6	Writing test questions: completion, matching, short answer	Writing tests 2
8	Oct 13	Writing test questions: essay tests, designing rubrics	Writing tests 3
9	Oct 20	Learner-centered evaluation: Classroom assessment techniques (CAT) Problem-based assessment	CAT extra credit: Problem-based assessment
10	Oct 27	Level 3 evaluation	Level 3 evaluation	6
11	Nov 3	Analyzing and interpreting data
12	Nov 10	Analyzing and interpreting data	Data analysis and interpretation assignment	8
13	Nov 17	Level 4 evaluation A brief word on ROI After Action Review		7
14	Nov 24	Fall Break	Grad only: paper due Nov 30, midnight
15	Dec 1	Level 4 evaluation (continued)	Level 4 evaluation/AAR
16	Dec 8	More on Level 5/ROI	Critical reflection	9
17	Dec 15	Pulling it all together

Robin's Expectations of Students

· Complete all assigned readings, activities, and assignments.

I view this course as an applied course. I want you to be able to actually use the evaluation techniques covered in this class. Because I know students who read and understand the content are able to discuss and apply the content, my evaluation techniques for this class are discussions and applied assignments rather than with weekly quizzes, midterm exam, final exam and discussions and applied assignments. Learning and understanding the content is critical to successfully participating in meaningful discussions or completing the assignments. If I feel students are not reading and absorbing the course content, I reserve the right to add weekly quizzes and/or midterm and final exams to the course.

· Complete assignments and discussion posts on time.

I realize all of you have lives outside of school that make demands of your time. All college classes including, and maybe especially online classes, require you balance your time to be sure that you complete your work within the required deadlines. Unseen events (computer problems, overtime at work, etc.) as well as personal habits (procrastination) will happen, and successful students factor that into their planning. Typically successful students:

· create a schedule for what they will be doing each day for each class

· get their reading done early in the week (Monday or Tuesday)

· use free blocks of time to draft their posts and respond to others versus waiting for a one-time block to get everything done. (for example, a 15 minute break, a lunch break, or spending 15 minutes at work before heading home are great times to complete a few posts.)

All assignments (including discussion board posts and responses) must be submitted on time. Late discussion posts will not be accepted. Late assignments will be subjected to a reduced grade.

· Actively participate in the course.

Active participation means that you are engaged in the class in the content, in the assignments, with your peers, and with your instructor. This includes conversations to clarify and deepen the content, communication about areas in which you have concerns or are unclear, and integrating the content from this course with your other courses as well as your previous and current professional experiences. Communication about the class will be via Moodle or ISU email or other means agreed to by the class. One key method of participating this semester is via the discussion boards. Please see earlier in the syllabus for information on the timing, quantity, and quality of discussion posts.

· Graduate level performance is expected of graduate students.

Graduate level coursework typically requires additional reading, writing, and discussing of theoretical, philosophical, and abstract concepts as well as application of concepts. Scholarly reading and writing are preparatory for thesis and/or project research and writing, and will stimulate inquiry and discovery. Learning to critically review books and journal articles, and learning to write in APA style hones professional skills. Written assignments are intended to encourage and assist development of writing skills to a level acceptable for publication. Comments and grading on written assignments will be made with this standard in mind.

· Academic honesty is expected.

Students are expected to create their own original work and to cite/give credit to ideas that come from others. See the Plagiarism Policy and Original Work Policy in this syllabus for more information.

Students Expectations of Robin (modified from week 1 exercise)

· Be available for questions and guidance.

I am available to students via on moodle, email, phone, face to face meetings in Pocatello, and online via skype/google hangouts. I will check in and participate in moodle Monday-Friday. I will return your email and phone calls within 24 hours Monday-Friday. I am often on email and in moodle on the weekends, but if you need to reach me, you should plan to contact me during the week.

· Grade assignments in a timely manner.

My goal is to get grading on discussion boards and assignments done within a week. I know from experience that that is not always possible, but I will do my best to have grading completed by the end of the next week.

· As much as possible, tweak the course to address specific content and areas of interest of the students

My goal is for this class, and this content, to be valuable and useful for you. As much as is reasonable within the objectives of the course, I will add opportunities for additional content and optional readings and activities, to expand the class to address specific areas of interest of the students.

· Offer feedback on assignments.

Students Expectations of Each Other (created from week 1 exercise)

· In group activities, if a student is not able to participate until later in the week, please post a message letting others know.

· If a student would like homework reviewed, please post before Sunday evening; possibly post by Wednesday

· Be courteous of other peoples thoughts

· Communicating with one another will be crucial

· Offer honest feedback in a respectful manner

Policy for Written Material

Organization and Logical Development: Guide your reader with an overarching purpose or theme that is introduced in the beginning of the paper/project, developed in the body and referred to in the conclusion. Paragraphs should be linked to each other in a logical sequence using transitional sentences. Build a solid case using assertions, arguments, examples, facts, opinions and details cited from the literature to explain your point and lend credibility to what your paper.

Clarity: Construct concise purposeful sentences to assist your reader in clear understanding of your meaning.

Grammar, Punctuation, Spelling: Use correct grammar, punctuation, and spelling. Verbs should agree with their subjects, sentences should be complete, and paragraphs are more than one sentence long.

APA Style: [Graduate Students Only] Cite sources properly within the text and provide a complete, properly-formatted reference list. Format text as appropriate (including quotations, tables, figures, etc.) according to current APA guidelines.

Reasonable Accommodation for Students with Disabilities

The Americans with Disabilities Act (a federal law) provides that students must be allowed extra time for taking exams and completing assignments if they have a diagnosed disability that requires reasonable accommodation by the instructor, such as providing a quiet room and extra time for test taking. Please call the Director, ISU Center of Services with Disabilities, at: (208) 282-3912 if you want more information about the provisions of this law. It is the responsibility of the student to disclose a disability to the instructor when requesting an accommodation.

Academic Honesty:

Plagiarism Policy: Students are expected to uphold the rigor of academic honesty. According to the Idaho State University Handbook, “PLAGIARISM is defined as representing another person’s words, ideas, data or work as one’s own. Plagiarism includes, but is not limited to, the exact duplication of another’s work and the incorporation of a substantial or essential portion thereof without appropriate citation. Other examples of plagiarism are the acts of appropriating the creative works in such fields as art, music and technology, or portions thereof, and presenting them as one’s own.

“The guiding principle is that all work submitted must be properly credited to the original source(s) of the information. In written work, direct quotations, statements which are paraphrased, summarizations of the work of another author, and other information which is not considered common knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks or a proper form of identification shall be used to indicate direct quotations.” Please, contact the instructor for clarification, whenever there is doubt concerning academic honesty.

Original Work Policy: Students are expected to submit work in this course that has not been previously submitted in another course. Submitted papers are subject to review for compliance with plagiarism and original work policies via software and/or committee. Please realize the purpose for work in various classes is to allow the adult learner the opportunity to learn and engage in investigating “new, contemporary” ideas, notions causing the act of critical thinking to be carried out.