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Teaching Program Evaluation with Quality in Mind: Challenges Faced and Lessons Learned in Preparing Next Generation Evaluators
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| Presenter(s):
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| Sheila Kohn, University of Rochester, sbkohn@rochester.rr.com
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| Kankana Mukhopadhyay, University of Rochester, kankana.m@gmail.com
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| Abstract:
Recent literature on program evaluation highlights the lack of information on teaching it in university settings to prepare the next generation of evaluators. The purpose of this paper is to address this problem by presenting an approach to teaching the fundamentals of program evaluation research within a university’s certificate program. Our paper systematically documents the pedagogical practices of teaching evaluation to diverse groups of doctoral students, the majority of whom are full-time professionals in the fields of education, health-care, counseling, etc. Through our discussion of teaching this introductory course for the last two years, we attempt to highlight the challenges faced and lessons learned from our experience as instructors. In addition, we also argue for our strong commitment to the belief that the best way to ensure quality in evaluation is to teach high standards of its practice to those who wish to work in and contribute to this field.
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Teaching About Evaluation Trends and Orientations
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| Presenter(s):
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| Michael J Smith, Hunter College, profmsmith@aol.com
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| Abstract:
One of the most difficult choices facing someone who teaches program evaluation is what approach, philosophy, or orientation seems best fitted for use in conducting an evaluation study. These approaches and trends such as consumer empowerment, empowerment evaluation, evidence-based evaluation, democratic evaluation and strengths-based evaluation need to be taught. Although these orientations and their philosophical underpinnings are not essential for conducting an evaluation, professors should provide a historical perspective of each trend and their personal perspective on which trend or orientation seems to be the most promising perspective given the professor’s own orientation and approach to conducting a study.
A brief overview of these approaches and the strengths and weaknesses of each approach will be presented and the presenter will engage participants in a discussion of how they teach these orientations to evaluation. The author’s view is that a strengths-based approach, which is very appealing to the field of social work and other professions may be the best approach in developing a relationship with stakeholders and encouraging organizations to continue to engage in evaluation and program development.
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Using Evaluation Activities to Teach Our Students About Evaluator Roles
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| Presenter(s):
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| Gary Skolits, University of Tennessee, Knoxville, gskolits@utk.edu
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| Jennifer Morrow, University of Tennessee, Knoxville, jamorrow@utk.edu
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| Erin Burr, Oak Ridge Institute for Science and Education, erin.burr@orau.org
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| Abstract:
This paper offers a perspective of evaluator roles based upon evaluation activities and the demands they place on an evaluator. Currently, evaluator roles are conceived in terms of an evaluator’s decisions regarding a particular evaluation model or methodology. Moreover, current evaluation literature suggests that evaluators play only one macro level role throughout the duration of an evaluation. The model we will present suggests that evaluators assume multiple roles throughout an evaluation, based on responses to common evaluation activities. This model offers a realistic understanding of the many evaluator roles established by a typical evaluation. We will present the phases and activities of a typical evaluation, describe how each of these activities creates demands on the evaluator, and review how the evaluator adopts a set of role responses to each set of demands. We will address how this conceptualization of evaluator roles is applicable to training of novice evaluators.
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A Capacity Building Grant in Interdisciplinary Evaluation: A Graduate Program With Focus on Assessment for Learning Research
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| Presenter(s):
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| Steven Ziebarth, Western Michigan University, steven.ziebarth@wmich.edu
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| Abstract:
The NSF-funded Assessment for Learning Grant at Western Michigan University supports graduate students in the Interdisciplinary Ph.D. Program in Evaluation, Science and Mathematics. This session will report on some of the research experiences that these students have engaged in to move the field of "assessment for learning (AfL)" research forward. Research has focused on a diverse range of AfL topics ranging from improving feedback in university science courses using "lecture tools" technology to developing tools to study AfL in classrooms and to analyze curriculum materials.
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