Planning and Evaluation Template
Project Title:
Goal:
Objectives
Strategies
Process Indicators
Data Collection Methods
PUBH2007_Assessment 2_Planning & Evaluation template_T3_2015.docx Page 1 of 1
PUBH2007_Assignment 2 Assessment Brief Updated Final T22019
Page 1 of 7
ASSESSMENT BRIEF
Subject Code and Title PUBH 2007: Program development, implementation and
evaluation
Assessment Assignment 2: Program Planning and Evaluation
Individual/Group Individual
Length 1500 words
Learning Outcomes
Construct a clear program plan using goals, objectives,
strategies and indicators in preparation for
implementation and evaluation (M3)
Understand and explain the principles of evaluation,
including types, ethics and potential evaluation methods
(M4)
Develop knowledge of how to conduct an evaluation of
processes (M5),
Submission Online, End of Module 5
Weighting 30%
Total Marks 100 marks
Context
Once needs assessment is complete, the next stage is to develop a program plan and preliminary
evaluation plan incorporating process indicators. Implementation of the program follows although it
can be happening alongside planning. This assignment asks you to build upon the findings of your
needs assessment from Assignment 1 to devise a health promotion program plan to tackle Type 2
Diabetes in the Playford Council Area and discuss how you would go about implementing it and
evaluating it.
Instructions
You have identified in Assignment 1 that there is a need for a Diabetes health promotion program
in the Playford Council Area. You can choose between one of these two areas:
• A program that addresses prevention or
• A program that addresses management
And one of these two target groups:
PUBH2007_Assignment 2 Assessment Brief Updated Final T22019
Page 2 of 7
• Aboriginal and To
es strait Islander people
• or primary school children
Use the learning resources and look for other literature on these types of programs to give you
ideas.
1) Write a program plan for this project:
Give your project a title. Use the template provided to complete a goal, three objectives and
one or two strategies for each objective. Then complete some possible process indicators that
will show if your strategies are being implemented and how you could evaluate them. The
template should be completed in landscape and with enough space between the objectives,
strategies and indicators that it is clear how they relate to each other. Then complete the
evaluation methods column for your plan showing how you would evaluate your process
indicators.
Ensure that your objectives and strategies are SMART: Specific, Measurable, Aligned,
Realistic/Relevant, and Time-bound).
2) Once you have completed your program plan template write a
ief overview of your
program’s process evaluation outlining how it will be put into operation including:
• Who would undertake the proposed program and its evaluation?
• What resources including funding and personnel you would need for your evaluation?
• The methods to be used for the conduct of the evaluation and why they are appropriate to
your process indicators
• How you would involve various stakeholders (professionals and community) within your
evaluation
• Any potential ethical issues or other challenges to your evaluation plan and how you would
address them
Your assignment should also have:
• A
ief introduction and conclusion
• Use of academic writing and presentation and grammar
• Complies with normal academic standards of legibility, referencing and bibliographical
details (including reference list)
• Is written clearly with accurate spelling, grammar; sentence and paragraph construction
• Appropriate citation and referencing used (using APA style)
PUBH2007_Assignment 2 Assessment
ief updated final T22019
Page 3 of 7
Learning Ru
ics PUBH 2007 Assignment 2: Program planning and implementation
Assessment
Attributes
Fail (Unacceptable)
Pass
(Functional)
Credit
(Proficient)
Distinction
(Advanced)
High Distinction
(Exceptional)
Assessment
Attributes
0-34
(Fail 1 – F1)
Unacceptable
35-49
(Fail 2 – F2)
Poo
50-64
(Pass -P)
Functional
65-74
(Credit - CR)
Proficient
75-84
(Distinction – DN)
Advanced
85-100
(High Distinction – HD)
Exceptional
Grade Description
(Grading Scheme)
Evidence of unsatisfactory achievement
of one or more of the learning
objectives of the course, insufficient
understanding of the course content
and/or unsatisfactory level of skill
development.
Evidence of
satisfactory
achievement of course
learning objectives, the
development of
elevant skills to a
competent level, and
adequate
interpretation and
critical analysis skills.
Evidence of a good
level of understanding,
knowledge and skill
development in
elation to the content
of the course or work
of a superior quality on
the majority of the
learning objectives of
the course.
Demonstration of a
high level of
interpretation and
critical analysis skills.
Evidence of a high
level of
achievement of
the learning
objectives of the
course
demonstrated in
such areas as
interpretation and
critical analysis,
logical argument,
use of
methodology and
communication
skills.
Evidence of an
exceptional level of
achievement of
learning objectives
across the entire
content of the course
demonstrated in such
areas as
interpretation and
critical analysis,
logical argument,
creativity, originality,
use of methodology
and communication
skills.
Knowledge and
understanding
Demonstrates ability to
write a clear program
plan including a goal,
Limited understanding of required
concepts and knowledge
Key components of the assignment are
not addressed.
Knowledge or
understanding of the
field or discipline.
Resembles a recall or
summary of key ideas.
Thorough knowledge
or understanding of
the field or discipline/s.
Supports personal
opinion and
information
substantiated by
Highly developed
understanding of
the field or
discipline/s.
Discriminates
etween assertion
A sophisticated
understanding of the
field or discipline/s.
Systematically and
critically discriminates
etween assertion of
http:
www.tua.edu.au/media/50742/a240_grading-scheme.pdf
PUBH2007_Assignment 2 Assessment
ief updated final T22019
Page 4 of 7
objectives and
strategies using the
SMART process
Demonstrates
knowledge and
understanding of
evaluation approaches,
methods and how to
apply these to the
proposed program
evaluation
30%
Point range
Often
conflates/confuses
assertion of personal
opinion with
information
substantiated by
evidence from the
esearch/course
materials.
Point range
evidence from the
esearch/course
materials.
Demonstrates a
capacity to explain and
apply relevant
concepts.
Point range
of personal
opinion and
information
substantiated by
obust evidence
from the
esearch/course
materials and
extended reading.
Well
demonstrated
capacity to explain
and apply relevant
concepts.
Point range
personal opinion and
information
substantiated by
obust evidence from
the research/course
materials and
extended reading.
Mastery of concepts
and application to
new
situations/further
learning.
Point range
Critical reasoning,
presentation and
defence of an
argument and/or
position
Demonstrates critical
easoning and analysis
skills in writing a
coherent outline for a
proposed program
Critically analyses
potential ethical issues,
esource implications,
Specific position (perspective or
argument) fails to take into account the
complexities of the issue(s) or scope of
the assignment.
Makes assertions that are not justified.
Specific position
(perspective or
argument) begins to
take into account the
issue(s) or scope of the
assignment.
Justifies any
conclusions reached
with arguments not
merely assertion.
Specific position
(perspective or
argument) takes into
account the
complexities of the
issue(s) or scope of the
assignment. Others’
points of view are
acknowledged.
Justifies any
conclusions reached
with well-formed
arguments not merely
assertion.
Specific position
(perspective or
argument) is
expertly presented
and accurately
takes into account
the complexities of
the issue(s) and
scope of the
assignment.
Justifies any
conclusions
eached with well-
Specific position
(perspective or
argument) is
presented expertly,
authoritatively and
imaginatively,
accurately taking into
account the
complexities of the
issue(s) and scope of
the assignment.
Limits of position are
acknowledged.
PUBH2007_Assignment 2 Assessment
ief updated final T22019
Page 5 of 7
stakeholder
involvement in
evaluation
30%
Point range
Point range
Point range
developed
arguments.
Point range
Justifies any
conclusions reached
with sophisticated
arguments.
Point range
Analysis and
application with
synthesis of new
knowledge
Demonstrates ability to
write a clear program
plan including a goal,
objectives and
strategies using the
SMART process and
process indicators
25%
Limited synthesis and analysis.
Limited application
ecommendations
ased upon analysis.
Point range
Demonstrated analysis
and synthesis of new
knowledge with
application.
Shows the ability to
interpret relevant
information and
literature.
Point range
Well-developed
analysis and synthesis
with application of
ecommendations
linked to
analysis/synthesis.
Point range
Thoroughly
developed and
creative analysis
and synthesis with
application of
pretested models
and / or
independently
developed models
and justified
ecommendations
linked to
analysis/synthesis
Point range
Highly sophisticated
and creative analysis,
synthesis of new with
existing knowledge.
Strong application by
way of pretested
models and / or
independently
developed models.
Recommendations
are clearly justified
ased on the
analysis/synthesis.
Applying knowledge
to new
situations/other
cases.
Point range
PUBH2007_Assignment 2 Assessment
ief updated final T22019
Page 6 of 7
Point range
Use of academic and
discipline
conventions and
sources of evidence
15%
Poorly written with e
ors in spelling,
grammar.
Demonstrates inconsistent use of good
quality, credible and relevant research
sources to support and develop ideas.
There are mistakes in using the APA
style.
Point range
Is written according to
academic genre (e.g.
with introduction,
conclusion or
summary) and has
accurate spelling,
grammar, sentence
and paragraph
construction.
Demonstrates
consistent use of
credible and relevant
esearch sources to
support and develop
ideas, but these are
not always explicit or