An Exploration of Two Novice Evaluation Educators’ Experiences Developing and Implementing Introduction to Evaluation Courses

Abstract

As the field of evaluation continues to expand, so do evaluation course offerings. However, little is known about the backgrounds of evaluation educators, how they go about planning their courses, challenges experienced, or how they attain competency as teachers. This study offers an initial understanding of novice evaluation educators’ experience in developing and teaching introduction to evaluation courses within a university setting. Factors that influence decisions around course content and pedagogical approaches are also examined. Data collection methods include dialogic conversation notes, reflective journals, course syllabi, and student evaluative feedback. Results indicate that perspectives on the purpose of evaluation and how evaluation should be taught are influenced by evaluation educator professional affiliation, experience with evaluation, and student audience. Implications for teaching and training in evaluation are discussed.

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

“…The importance of this problem in the classroom has meant that more and more research has been directed towards the indiscipline and disruptive behaviours of primary and secondary school students as an indicator of teaching success or failure [5,7,8,9]. Moreover, these types of behaviours cause stress and work loss amongst teachers [10,11]…”

“…As some authors point out (e.g., [33]), the ways in which the PE teaching staff handles their classes regarding time, or the teaching environment, are essential factors in dealing with disruptive behaviours. Some uncertainty still exists when it comes to knowing how teachers achieve the skills necessary to carry out their teaching work, about how they confront the challenges of today’s society with their students, and how they assess the students’ needs [10]. As Christie, Quiñones, and Fierro [34] noted, a considerable number of teachers have doubts when having to make assessments although they would like to gain sufficient knowledge and competence to do so well.…”

Evaluator Education Curriculum: Which Competencies Ought to Be Prioritized in Master’s and Doctoral Programs?

“…Even if more than one course is offered, there is variability in whether these courses are required or elective and how often they are offered. Depending on all of these factors, university faculty have a major role in deciding which competency domains are prioritized and to what depth (Boyce & McGowan, 2019). The latter is particularly important because, even if competency domains are identified as priorities, extant research has documented that they are not taught at equal depths (Davies & MacKay, 2014).…”

Electronic Portfolio Management System (EPMS) in Saudi Technical and Vocational Training Corporation (TVTC) Sector: A Conceptual Framework

“…In the field of evaluation, overall demands of accountability have led to extensive expansions and in the past few years, the requirement for appraisal and qualified program evaluations have notably increased in the face of global commitments towards accountability in different fields (e.g., health, education and science fields) [46]. On the basis of the student's viewpoint, the academic e-portfolio development leads to learning management, autonomy in the learning process and promotion of decision-making with the guidance of the mentor.…”