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Evaluation as the Core of Teaching Content Knowledge in a Graduate Course
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| Presenter(s):
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| Bob Hughes,
Seattle University,
rhughes@seattleu.edu
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| Abstract:
This paper identifies how a project-based, content-focused graduate course meets the criteria for successful adult learning while also deepening students’ knowledge of and experiences with formal evaluation methods. Evaluation, as a learning activity, offers the kinds of project-based and contextual learning experiences that deeply inform students’ learning on multiple levels. The paper provides a case study in which graduate students enrolled in a course titled “Issues in Adult Basic Skills.” Students learned evaluation techniques which they tested and refined through their evaluation of regional professional development practices, and they learned the topic thoroughly by triangulating the findings of their evaluation with what they read in the literature. The paper describes the process that students undertook, the key elements of their findings, and the replicable components of this project for other college-level instructors to use in using evaluation-based projects as the core activity of a content course.
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Relationship among Education of Evaluators, Their Practice, and Personal Practice Theory
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| Presenter(s):
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| Mijung Yoon,
University of Illinois,
myoon1@uiuc.edu
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| Abstract:
In this paper, I will discuss the relationship among Evaluation Training, Practice, and Theory, focusing on the role of formal education in evaluators’ development of personal practice theory. First, I will review the literature on the training, practice, theory, and/or their relationship with one another. Second, I will describe the findings from an empirical investigation regarding evaluators' personal theory of their practice and their formal education.
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Teaching Needs Assessment in a University-Based Evaluation Preparation Program
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| Presenter(s):
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| Dorinda Gallant,
The Ohio State University,
gallant.32@osu.edu
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| Aryn Karpinski,
The Ohio State University,
karpinski.10@osu.edu
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| Abstract:
Teaching evaluation through either professional development training programs or university-based evaluation programs is crucial to preparing evaluators to accurately assess the merit and worth of programs, personnel, or products. However, information on teaching needs assessment as a part of a professional training program or university-based evaluation preparation program is nonexistent in the literature. This study describes a graduate-level needs assessment course taught at a Midwestern university. Data were collected from records maintained by the instructor of the course and through a course evaluation survey administered to students who completed the needs assessment course in the winter quarter of 2008. Information presented in this article will provide useful and practical information to instructors of evaluation that can assist them in preparing students to actively engage in conducting needs assessments.
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Evaluation Training Needs: Graduate Student and Faculty/Staff Perspectives
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| Presenter(s):
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| Laurie Van Egeren,
Michigan State University,
vanegere@msu.edu
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| Nicole Greenway,
Michigan State University,
greenw50@msu.edu
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| Miles McNall,
Michigan State University,
mcnall@msu.edu
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| Yan Zheng,
Michigan State University,
zhengya1@msu.edu
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| Abstract:
Stevahn, King, Ghere, and Minnema (2005) identified six competency categories for evaluators’ consideration in professional development. Using these competencies as a framework, a survey was implemented to identify training needs to inform the development of a graduate student evaluation training program in a large land-grant. Online surveys were completed by 574 graduate students and 177 faculty and academic staff from 17 colleges/offices and 33 departments on campus. Results revealed that a fair number of students were participating in evaluation work, usually within the context of faculty projects. However, both students and faculty reported that training opportunities were not adequately available around certain core competencies, particularly professional practice and project management. Respondents were most likely to report that statistical training was available, but one-third to one-half of respondents also reported a need for training opportunities in statistics. The findings provide direction for key target areas when developing university-based evaluation training programs.
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