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2021/2022

Evaluation of Programs and Public Policies

Code: 100443 ECTS Credits: 6
Degree Type Year Semester
2500257 Criminology OT 4 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
José Tejada Fernández
Email:
Jose.Tejada@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
No
Some groups entirely in Spanish:
No

Other comments on languages

Should the course be attended by international students, the language will be Spanish

Prerequisites

Do not apply. The subject is part of the two grade mentions.

Objectives and Contextualisation

  1. Understand  the relevant concepts for program evaluation.
  2. Design, develop and evaluate plans , programs, projects and activities with a specific focus in the filed of criminology
  3. Analyze models of program evaluation.
  4. Designing differential evaluation processes (from initial evaluation to diagnostic to assessment of impact).
  5. Write reports and be competent in oral presentation.

Competences

  • Ability to analyse and summarise.
  • Applying a crime prevention program at a community level.
  • Assessing the results of a prevention or intervention program when crime is concerned.
  • Designing a crime prevention program.
  • Drawing up an academic text.
  • Students must demonstrate a comprehension of the best crime prevention and intervention models for each specific problem.
  • Using the evaluation techniques of criminogenic risk and needs of a person in order to decide an intervention proposal.
  • Verbally transmitting ideas to an audience.
  • Working autonomously.
  • Working in teams and networking.

Learning Outcomes

  1. Ability to analyse and summarise.
  2. Applying a prevention program for crime control agents.
  3. Applying an effective evaluative model in order to detect the criminological intervention needs in prison population.
  4. Carrying out a results analysis of a delinquency prevention program.
  5. Demonstrating they know the means and scientific procedures of crime prevention.
  6. Drawing up a delinquency prevention program.
  7. Drawing up an academic text.
  8. Effectively developing a delinquency prevention program in the community area.
  9. Producing a social prevention program of delinquency.
  10. Properly using the criminological prevention and intervention programs.
  11. Verbally transmitting ideas to an audience.
  12. Working autonomously.
  13. Working in teams and networking.

Content

  1. Definition of the subject
  2. Models for program evaluation
  3. Dimensions of program evaluation
  4. The evaluation design
  5. References, criteria and indicators for evaluation. Evaluation of the efficacy, effectiveness and efficency  of a program.
  6. Strategies, methodologies, techniques and tools of evaluation.
  7. Meta-evaluation. Frequent problems in program evaluation. The evaluation report.

Methodology

The methodological approach of the subject starts from focusing the activity of the process on the student's learning. In order to allow the achievement of this principle, the student should be active and autonomous throughout the process, being the mission of the teacher to assist him in this task. In this sense, teachers will: 1) support students at all times by providing the information and resources necessary for learning, 2) ensure autonomous learning of students by proposing different learning activities (individual and group, theoretical and practical) under the principle of variety of methods.

In this approach, the subject is structured, in its design and development, in the type of teaching-learning activities that we detail and specify below:

Activity

Hours

Methodology

Learning outcomes

Lectures

19,5

Although it is a type of activity in which the protagonism  fall mainly on the professor, the active participation of the students will be encouraged, especially sharing the learning that has been acquired or is being acquired.

Practical activities, using problem-based learning, will be carried out individually or in groups.

E21.02, E22.01, E28.02, T05.00

Seminars

19,5

They allow to work in medium groups (25 persons approximately), divided in small groups (3-5people) where the individual work is reinforced and complemented.

At the same time, it is the right space for debating and receiving personal attention. Students will do tasks similar that those done in the professionals filed. Students will analyze a real case of a prevention program.

E21.02, E22.01, E28.02, T01.00, T02.00, T03.00

There will be a detailed program of all activities at the beginning of the course.

Classes will start on time.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Presential in large group: theory and case analysis (individual with group discussion). 19.5 0.78 2, 5, 4, 6, 11, 12, 10
Seminars: Practice analysi and evaluation design of a prevention program (group activity) 19.5 0.78 2, 5, 4, 6, 7, 1, 11, 12, 13, 10
Type: Autonomous      
Reading of the dossiers-didactic units; Repository of cases worked; Brief reporting and analysis. Realization of a design and evaluation report of a prevention program. 106 4.24 3, 2, 5, 4, 6, 7, 1, 12, 13, 10

Assessment

Evidences for evaluation
1. Group-specific practices (design of the planning of the evaluation of a program)
2. Theoretical-practical exams (regarding theoretical-practical knowledge in relation to the contents and objectives of the course)
3. Individual or group oral presentation (analysis of one or more existing plans, programs or projects).

Group work

The group design of a program has a formative purpose from the point of view of its evaluation, since the group can revise the work done based on the feedback received for the written assignments and oral presentations.

Resit

Reassessment will imply the correction of the non-acquired learning, or the incorporation of new evidences on the part of the student, showing the attainment of the skills of the course

Other relevant aspects
Students will have the opportunity to improve their assignments that do not evidence the acquisition of the competences of the course. Only students who have done the work in the first instance will have the opportunity to repeat it.

-A minimum of 80% of attendance to classes is a requirement to be evaluated. Only absences for illness or similar reasons are justifiable.

-Cheating in one exam will conduct to a fail mark (0), losing the right of reassessment. Plagiarism in assignments will conduct to a 0 mark and failure of the course will be considered.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exam about the theoretical and practical contents 50 % 5 0.2 3, 2, 5, 8, 4, 6, 9, 1, 12, 10
Follow-up of evaluation planning designed by the students; Correction of the final program (written report presentation); Group activity 30% 0 0 2, 5, 4, 6, 7, 1, 12, 13, 10
Oral presentation of the evaluation planning of a program or project 20% 0 0 2, 5, 4, 6, 7, 1, 11, 12, 13, 10

Bibliography

General references

Agencia Estatal de Evaluación de la Calidad (2010). Fundamentos de evaluación de políticas públicas. Ministerio de Política Territorial y Administración Pública. http://www.aeval.es/comun/pdf/evaluaciones/Fundamentos_de_evaluacion.pdf.

Asenjo, C. (2016). Guía para el diseño, gestión y utilización de evaluaciones de programas y políticas públicas. EUROSOCIAL. http://sia.eurosocialii.eu/files/docs/1460977721-DT_45_guia%20de%20evaluacion(montado).pdf

Banco Mundial (2004). Seguimiento y evaluación: instrumentos, métodos y enfoques. Banco Mundial.

Calero, J. (Dtor). 2013). Guía para la evaluación de programas y políticas públicas de discapacidad. CERMIES.

Comas, D. (2008). Manual de evaluación para políticas, planes, programas y actividades de juventud. Observatorio de la Juventud en España. Servicio de Documentación y Estudios. http://xuventude.xunta.es/uploads/Manual_de_evaluacin_para_polticas_planes_programas_y_actividades_de_juventud.pdf

Frühling, H. (2012). La eficacia de las políticas públicas de seguridad ciudadana en América Latina y el Caribe. Cómo medirla y como mejorarla. Banco Interamericano de Desarrollo (BID). https://publications.iadb.org/publications/spanish/document/La-eficacia-de-las-pol%C3%ADticas-p%C3%BAblicas-de-seguridad-ciudadana-en-Am%C3%A9rica-Latina-y-el-Caribe-Como-medirla-y-como-mejorarla.pdf

Loinaz, I. (2017). Manual de evaluación del riesgo de violencia: metodología y ámbitos de aplicación. Ediciones Pirámide

Martínez Espasa, J. (2015). Las políticas públicas de seguridad ciudadana. Análisis y propuestas desde la criminología. Universitat de Valencia http://roderic.uv.es/handle/10550/50188

Martínez Mediano, C. (2017). Evaluación de programas. UNED

Ortegon, J., Pacheco, J., & Prieto, A. (2015). Metodología del marco lógico para la planificación, el seguimiento y la evaluación de proyectos y programas. Naciones Unidas/ CEPAL. https://repositorio.cepal.org/bitstream/handle/11362/5607/S057518_es.pdf.

Osuna, J.L., y Márquez, C. (Drts.) (2002). Guía para la evaluación de políticas públicas. Instituto de Desarrollo Económico. http://siare.clad.org/siare/innotend/evaluacion/manualeval.pdf.

Royse, D. Thyer, D.A. & Padgett, D.K. (2016). Programa Evaluation. An introduction to an Evidence-Based Approach. (6 Edition). Cengage Learning,

Ruiz, A. (Coord.) (2015). Guía para el diseño y realización de evaluaciones de políticas públicas. AEVAL

Tejada, J. (2007). Evaluación de programas. En J. Tejada y V. Giménez (Coord.). Formación de formadores. Escenario institucional. (pp. 389-465). Thomson.

Vargas, F. & Becerra, V. (2019). Políticas públicas: del diseño a la evaluación. Yopublico

Yarbrough, D.B., Shulha, L.M., Hopson, R.K. & Caruthers, F.A. (2011). The program evaluation standards: A guide for evaluators and evaluation users. (3rd ed.). Sage

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NOTES:

The specific bibliography will be presented with the development of the program of the subject, according to the interests of the students in order to overcome the competences of the subject.

The mandatory bibliography will be specified at the beginning of the course

Software

This subject does not need a specific syllabus