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Graduate Course Proposal Form Submission Detail - EDF7497
Tracking Number - 2402
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Current Status:
Approved, Permanent Archive - 2011-05-10
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: GC reviewed- pending correction to objectives. Recd. GC approved 2/21/11; USF System notification 3/11/11; to SCNS 3/17/11. App eff 5/1/11. Numb 7465 app 7497. posted in banner
Detail Information
- Date & Time Submitted: 2010-11-03
- Department: Educational Measurement and Research
- College: ED
- Budget Account Number: 171100000
- Contact Person: Liliana Rodríguez-Campos
- Phone: 9741163
- Email: liliana@usf.edu
- Prefix: EDF
- Number: 7497
- Full Title: Theory and Practice of Personnel Evaluation
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Theory/Practice Personnel Eval
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 100
- Grading Option:
R - Regular
- Prerequisites: EDF 7485
- Corequisites: None
- Course Description: In-depth theoretical and practical knowledge of evaluation systems and standards for personnel evaluations, and interpersonal dynamics as related to the major personnel evaluation functions.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Given the widespread application of evaluation in education and related fields, it is anticipated that many students in the program and from other programs will choose this course as an elective.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 2 times
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree in Educational Measurement and Research or related field; specialization coursework in evaluation methods; experience conducting evaluations and metaevaluations; and meet the Department criteria for teaching doctoral level courses in the area of evaluation.
- Objectives: 1. Define terms and concepts frequently used in personnel evaluation. CF 2; AEAGP B.
2. Demonstrate knowledge of the history of personnel evaluation. CF 2; AEAGP B.
3. Review and critique current personnel evaluation literature. CF 2, 4; AEAGP B.
4. Distinguish and differentiate among personnel models for evaluations. CF 2; AEAGP A.
5. Apply a systematic approach to designing personnel evaluations. CF 4; AEAGP A.
6. Distinguish and discuss major issues of importance related to personnel evaluation. CF 4; AEAGP A, E.
7. Identify individual and organizational perspectives on the major personnel evaluation functions of selection/hiring, performance appraisal, staff development, and termination. CF 2; AEAGP B, D.
8. Identify major components of the job descriptions of educational personnel. CF 2; AEAGP B.
9. Demonstrate knowledge and understanding of the interpersonal dynamics as related to the major personnel evaluation functions. CF 2; AEAGP D, E.
10. Demonstrate knowledge of the personnel evaluation standards for program evaluation. CF 2; AEAGP B, C, D.
11. Analyze the benefits and drawbacks of various techniques used in personnel evaluation. CF 4; AEAGP A.
12. Identify the means for reporting and using personnel evaluation results. CF 2, 4; AEAGP A, B, E.
13. Justify selection of specific techniques and processes for a planned personnel evaluation. CF 2, 4; AEAGP A.
14. Demonstrate ability to develop a personnel evaluation plan. CF 2; AEAGP A.
*CF denotes the College of Education Conceptual Framework and AEAGP denotes the American Evaluation Association Guiding Principles for Evaluators
- Learning Outcomes: Upon completion of this course, students will be able to:
1.Define terms and concepts frequently used in personnel evaluation.
2.Demonstrate knowledge of the history of personnel evaluation.
3.Review and critique current personnel evaluation literature.
4.Distinguish and differentiate among personnel models for evaluations.
5.Apply a systematic approach to designing personnel evaluations.
6.Distinguish and discuss major issues of importance related to personnel evaluation.
7.Identify individual and organizational perspectives on the major personnel evaluation functions of selection/hiring, performance appraisal, staff development, and termination.
8.Identify major components of the job descriptions of educational personnel.
9.Demonstrate knowledge and understanding of the interpersonal dynamics as related to the major personnel evaluation functions.
10.Demonstrate knowledge of The personnel evaluation standards for program evaluation.
11.Analyze the benefits and drawbacks of various techniques used in personnel evaluation.
12.Identify the means for reporting and using personnel evaluation results.
13.Justify selection of specific techniques and processes for a planned personnel evaluation.
14.Demonstrate ability to develop a personnel evaluation plan.
- Major Topics: 1.Overview of personnel evaluation systems
2.Foundational models to focus and frame personnel evaluation reports
3.Systemic approach to personnel evaluation
4.Personnel evaluation standards
5.Components of a personnel evaluation proposal
- Textbooks: Joint Committee on Standards for Educational Evaluation (2008). The personnel evaluation standards. Corwin Press, CA: Sage Publications Company.
- Course Readings, Online Resources, and Other Purchases: Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and practices (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.
Rodriguez-Campos, L. (2005). Collaborative evaluations: A step-by-step model for the evaluator. Tamarac, FL: Llumina Press.
Scriven, M. (1991) Evaluation thesaurus (4th ed.). Newbury Park, CA: Sage Publications, Inc.
Stufflebeam, D. L. & Shinkfield, A. J. (2007). Evaluation theory, models, and applications. San Francisco, CA: John Wiley & Sons, Inc.
Also, students will be expected to do outside readings related to the topical outline. For example: http://www.eval.org/Resources/bibliography.asp
- Student Expectations/Requirements and Grading Policy: Class Activities 5 % 5 points
Presentation 15 % 15 points
Midterm Examination 20 % 20 points
Evaluation Proposal 50 % 50 points
Final Presentation 10 % 10 points
Total: 100 % 100 points
Grades will be assigned on the following basis:
A 90 – 100
B 80 – 89
C 70 – 79
D 60 – 69
1.Class Activities: Periodically students will be given the opportunity to practice the material learned in class. These in-class assignments are designed to simulate and replicate real-life problems, challenges, and decisions related to the course topics.
2.Presentation: Students working individually or in groups (two members maximum) will present and discuss issues inherent to personnel evaluation systems. This will help identify literature bases (e.g., journal articles, evaluation reports) in order to frame, design and conduct their own evaluations. The maximum time for this presentation is 20 minutes with unlimited time for questions/comments afterwards from the audience. Please provide a copy of any relevant material to the audience (e.g., PowerPoint handouts).
3.Midterm Examination: Students working individually will write a review of a personnel evaluation book. (1) Summarize major arguments of the literature being reviewed, and then reflect upon: (2) how its content relates to your experience, and (3) does the content make sense (and why)? Please write a four-page report (minimum 1 page per question) and make a presentation to the class (e.g., PowerPoint, posters). The maximum time for this presentation is five minutes with unlimited time for questions/comments afterwards from the audience. Please submit an electronic-copy (e.g., pdf, Word document).
4.Evaluation Proposal: Students working individually or in groups (two members maximum) will develop a specific personnel evaluation proposal of interest to them. The length of this report is about fifteen to twenty double-spaced pages (content). Please submit an electronic-copy (e.g., pdf, Word document) of this evaluation proposal. An example of the outline for this type of report will be distributed the first day of classes.
5.Final Presentation. For the presentation of the evaluation proposal, students are encouraged to use visual aids (e.g., PowerPoint presentations, posters) to enhance the quality of their presentations. The maximum time for this presentation is five minutes with unlimited time for questions/comments afterwards from the audience. I will be glad to advice students with little experience in this area. Please provide a copy of any relevant material to the audience.
- Assignments, Exams and Tests: Introduction to personnel evaluation systems. Clarifying the evaluation request and responsibilities. Setting boundaries and analyzing the evaluation context. Evaluation questions and criteria.
Discussion about the evaluation proposal.
Planning how to conduct a personnel evaluation.
Foundational models to focus and frame evaluation reports.
Discussion about the evaluation proposal.
Systemic approach to personnel evaluation.
Personnel evaluation standards: Utility, feasibility, propriety, and accuracy.
Personnel Evaluation Checklists (e.g., personnel evaluations metaevaluation checklist, personnel evaluation systems metaevaluation checklist, legal viability).
Discussion about the evaluation proposal.
Administrative knowledge base applicable to human resources (e.g., individual/group/intergroup dynamics, job satisfaction/motivation, and decision making).
Hiring, promotion and dismissal actions (e.g., methods, legal and ethical aspects). Discussion about the evaluation proposal.
Midterm Examination.
Reporting and using evaluation information.
Discussion about the evaluation proposal.
Induction and personnel development (e.g., personal and professional development).
Personnel issues and challenges (e.g., appraisal, rewards, conflict and negotiation skills, power and politics).
Discussion about the evaluation proposal
Ethics and Ethical Behavior (e.g., managing diversity, pay and promotion discrimination, employee privacy issues).
Discussion about the evaluation proposal.
Final discussion about the evaluation proposal.
Presentation of the evaluation proposal.
Personnel evaluation proposal due.
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
All students have a right to expect that the University will reasonably accommodate their religious observances, practices, and beliefs. Students are expected to notify the instructor in writing by the second class if they intend to be absent for a class or announced examination, in accordance with this policy.
- Policy on Make-up Work: I believe that we are all held accountable for meeting deadlines, so I will be firm in my requirement to get work in on time. An assignment is late when it is submitted one day or later beyond the due date. Your grade on any late assignment will be reduced 10 percent for each day it is late. If an unexpected emergency does arise and you cannot get your assignment in on time, it is your responsibility to contact me in advance of the due date, as feasible, to avoid a reduction in your grade.
- Program This Course Supports: Measurement and Evaluation, Ph.D. and Ed.S.
- Course Concurrence Information: •Adult Education
•Educational Leadership
•Higher Education
•School Psychology
•Special Education
•Instructional Technology
•Secondary Education
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.