Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course
Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.
The Canadian Evaluation Society (CES) owns the copyright to all material published in the Journal. Authors are informed of this policy prior to submission of the final copy for publication. Requests for permission to reprint, post or distribute copies of articles (electronic or hardcopy) come to the Editor-in-chief, who has the authority to decide on behalf of CES.