Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

Authors

  • Robyn Thomas Pitts University of Denver

DOI:

https://doi.org/10.3138/cjpe.69697

Keywords:

evaluator educator, evaluator preparation, evaluator education programs, evaluator in academia

Abstract

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.

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Published

2021-03-22

Issue

Section

Special Issue - Teaching Evaluation