Master of Evaluation

The course is a program of professional development catering for the needs of those who wish to take a leadership role in evaluation practice. Such people are normally employed as policy and program planners, trainers, teachers, performance auditors, managers and consultants. They are drawn from public sector organizations (in areas such as education, welfare and health), non-government agencies, business, or from consultants offering evaluation services. The course aims to enable students to become familiar with theories underlying policy and program development, the roles of various types of evaluation as well as key concepts and approaches to evaluation. It will encourage critical review of important issues in the design, conduct and use of evaluation.

Students who have completed the Master of Evaluation course will be able to:

• demonstrate advanced knowledge and understanding of evaluation theory and practice;
• make effective use of evaluation literature and research;
• apply understandings of evaluation theory and methods to a range of professional settings; and
• demonstrate an appreciation of professional responsibilities and ethical principles that should characterise leaders in the evaluation field.

The Master of Evaluation (MC-EVAL) is a 100 point coursework classified course. Students undertaking the Master of Evaluation (MC-EVAL) will complete three core subjects and 32.5 points of elective subjects.

Information on the research classified Master of Evaluation (MR-EVAL) - which is 150 points and includes a major thesis - is available at the following link: https://handbook.unimelb.edu.au/view/current/MR-EVAL

Compulsory subjects

Elective subjects

Students should choose three subjects from the following list:

1. The Selection Committee will evaluate the applicant's ability to pursue successfully the course using the following criteria:

• a four-year undergraduate degree in a social or human science, or
• a postgraduate qualification in social or human science, or
• a relevant undergraduate degree with at least three years of documented relevant work experience.

2. The Selection Committee will require a personal statement of no more than 500 words outlining relevant prior study and work experience, and motivation to undertake the course in a format as specified by the Selection Committee.

3. The Selection Committee may conduct interviews or tests or may call for referee reports or employer references to elucidate any of the matters referred to above.

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
   
   In courses requiring students to undertake practicum placements
   
4. The ability to undertake professional practice placements independently, including:
   a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
   b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
   c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
   d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
   e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
   f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
   g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.

Graduates from this program are eligible to apply for entry to the Doctor of Education program or a PhD after completion of a 50-point Postgraduate Certificate in Educational Research, provided they meet the entry requirements and subject to achievement of an H2A GPA. Please note also that graduates of an undergraduate Honours degree may already be eligible for doctoral studies, subject to the same entry and achievement requirements.

The course seeks to enable students to achieve the University of Melbourne Graduate Attributes by:

• Providing a rich learning environment that assists students to think critically, expand their analytical and cognitive skills as well as develop exemplary interpersonal and evaluative decision-making skills;
• Encouraging students to develop a strong sense of intellectual integrity as well as in-depth knowledge of the discipline of evaluation; and
• Promoting an appreciation of the global and interdisciplinary nature of evaluative inquiry as well as their role as future thought leaders in the evaluation profession.