Project evaluation 2100-SPP-L-D6PREV
The course Project Evaluation is an introduction to the issue of evaluation as a separate, specialized area of research and practice in the social sciences, with particular emphasis on political science, public policy, and social projects. Its main objective is to familiarize students with the essence of evaluation understood as a systematic, methodical, and criteria-based process of examining the value and quality of projects, programs, and public interventions.
In the course, evaluation is presented not as an intuitive or subjective assessment, but as a research process that combines empirical analysis with an element of value judgment. Students learn to understand that evaluation differs from both everyday assessment and scientific research, monitoring, or auditing: its purpose is not only to describe reality or check compliance with procedures, but to make a reasoned judgment about the value of a project in relation to predefined criteria and to support decision-making processes.
The first part of the course is devoted to the theoretical foundations of evaluation. The origins and development of evaluation in the social sciences, basic definitions, objectives, and functions of evaluation, as well as its place in public and project management are discussed. Students will learn about key concepts such as the subject of evaluation (evaluandum), evaluation criteria, evaluation questions, stakeholders in the evaluation process, and the use of evaluation results. Particular emphasis is placed on the distinction between the formative (improvement) and summative (summary) functions of evaluation, as well as on the consequences of choosing a specific type of evaluation for the entire research process.
The second part of the course focuses on the types and criteria of evaluation. Students learn about the divisions of evaluation according to the moment of its implementation (ex ante, during implementation, ex post), function, as well as the subject and scope of analysis. The evaluation criteria used in national and international practice are discussed in detail, including criteria such as relevance, effectiveness, efficiency (cost-effectiveness), usefulness, impact, and sustainability. The relationships and tensions between these criteria are also analyzed, showing that high project effectiveness does not always mean high social utility or cost-effectiveness.
An important element of the course is the methodology of evaluation research. Students learn how to design an evaluation process: from defining the purpose and scope of the study, through formulating evaluation questions and selecting criteria, to choosing research methods and tools. Both qualitative methods (document analysis, interviews, focus groups, observation, case studies) and quantitative methods (surveys, analysis of existing data, indicators) are discussed, as well as mixed approaches characteristic of contemporary evaluation practice in the social sciences. Students learn about the limitations of each method and how to adapt them to the objectives and context of the study.
The next part of the course is devoted to the practical dimension of project evaluation. Based on examples of real social and public projects, evaluation reports, methods of interpreting results, and their use in decision-making are analyzed. Students learn how to prepare a simple evaluation plan for their own project, how to avoid the most common evaluation mistakes, and how to formulate conclusions and recommendations in a way that is useful for decision-makers and stakeholders.
The course aims not only to impart theoretical knowledge, but also to develop the analytical and critical skills necessary for the work of a political scientist, public policy analyst, or social project implementer. Evaluation is presented as a tool for reflecting on the effectiveness of public actions, accountability for spending, and the real impact of interventions on beneficiaries and the social environment.
After completing the course, students will understand the essence of evaluation in the social sciences, be able to distinguish it from other forms of assessment, and have the basic tools to independently plan and conduct a simple project evaluation.
Course coordinators
Learning outcomes
Knowledge
Students:
1. know the basic concepts, objectives, and functions of project evaluation in the social sciences;
2. distinguish between evaluation and monitoring, auditing, scientific research, and everyday assessment;
3. knows the types of evaluation and their application in the project life cycle;
4. knows the key evaluation criteria used in the assessment of social and public projects;
5. knows the basic methods and tools of evaluation research.
Skills
The student is able to:
1. formulate evaluation objectives and questions appropriate to the nature of the project;
2. select criteria, methods, and research tools for simple evaluation studies;
3. analyze and interpret the results of social project evaluations;
4. assess the effectiveness, usefulness, and efficiency of a project in relation to its objectives;
5. prepare a basic evaluation plan for their own project.
Social competences
The student:
1. is aware of the importance of evaluation for the quality of public and social activities;
2. is willing to critically reflect on the results of implemented projects;
3. understands the responsibility associated with the evaluation of publicly funded projects;
4. is able to cooperate with other participants in the evaluation process;
5. appreciates the importance of using evaluation results in decision-making.
Assessment criteria
The course is passed on the basis of the preparation and presentation of the student's own evaluation project and their activity during the classes. The evaluation project consists of developing a basic evaluation scheme for a selected social or public project and is the main criterion for assessment. The assessment takes into account the correctness of the formulation of the purpose and subject of the evaluation, the adequacy of the evaluation questions and criteria, the appropriateness of the selection of research methods and tools, the logical consistency of the project, and the ability to justify the methodological solutions adopted and present them clearly.
The second element of assessment is class participation, understood as substantive contribution to discussions, preparation for classes, involvement in the analysis of project examples and evaluation reports, and completion of short practical tasks . The assessment of activity also takes into account the ability to critically reflect on the issues discussed and the ability to formulate one's own opinions based on the knowledge acquired. In order to pass the course, students must obtain a positive grade for the evaluation project and demonstrate activity that allows for the assessment of the achievement of the intended learning outcomes.
Bibliography
1. Schwandt, T. A., & Gates, E. F. (2021). Evaluating and valuing in social research. Guilford Publications.
2. Shaw, I., Mark, M. M., & Greene, J. C. (2006). The Sage handbook of evaluation.
3. Callaghan, P. (2005). Evaluation and Social Research: Introducing small-scale practice. Nurse Researcher, 12(3), 91-93.
4. Nagel, S. S. (2002). Handbook of public policy evaluation. Sage.
5. Taylor, D., & Balloch, S. (Eds.). (2005). The politics of evaluation: Participation and policy implementation. Policy Press.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: