Applying the Collaborative Approaches to Evaluation (CAE) Principles in an Educational Evaluation: Reflections from the Field

Abstract

This practice note presents reflections on the application of the collabora­tive approaches to evaluation (CAE) principles used as a guide in planning, imple­menting, and managing a collaborative evaluation in a higher educational setting. Th e reflection is based the evaluation of a technology integration program intended to enhance K–12 teacher preparation in a school of education at a public university in the southeast United States. The evaluation was conducted during a one-year period by the author and a diverse team of novice and experienced evaluators. Dis­cussion of the principles and their influence on collaborative practice are based on an analysis of evaluator reflections, meetings with stakeholders, and a culminating interview with stakeholders that were recorded and documented throughout the evaluation. Key takeaways from our reflection and analysis highlight the ways in which the CAE principles encourage reflection, the emphasis of some principles based on the specificities of context, and challenges applying the principles that emerged throughout the evaluation.

Sustainable Education in Higher Education: A Systematic Review on Reflective and Cooperative Learning

“…It also contributes towards pedagogical approaches for example in Arts (Fullana & Pallisera, 2016;Brockbank & McGill, 1998) and innovative pedagogical tools like Padlet, MOOC and Coggle [50,57,59]. A more comprehensive understanding is achieved (Acree, 2019;Houde, 2022) Continuous reflective learning makes the learners make an action plan for improvements such as in teaching style (Acob et al, 2022). Cooperative learning also develop knowledge capacities (Christensen, 2021;Ruge & Mackintosh, 2020).…”

“…Higher Education (HE) plays a role in preparing graduates to become sustainability leaders, with educational pro-grammes based on Education for Sustainable Development (ESD) values (Godber & Atkins, 2021). Critical thinking, strategic action, collaboration, interpersonal interactions, personal participation, and uncertainty tolerance are all goals of ESD (Acree, 2019). These two learning strategies are widely used and very important to apply in higher education.…”

“…Both learning strategies undeniably implement interdisciplinary approaches in many fields such as education, sports, business, psychology, dance, and nursing in higher institutions (Buckingham et al, 2021;Danaher et al, 2021;Fernandez-Diaz et al, 2019;Petsilas et al, 2019;Quew-Jones, 2022;Acree, 2019). A recent survey by SOS (2021) found that majority university students wanted to know more about how reflective and collaborative practices can con-tribute towards sustainable education and can be integrated across all courses (Howell, 2021).…”

Evaluation in the field of early childhood development: A scoping review

“…A shift from evaluation-as-judgment to evaluation-as-learning is, therefore, necessary to transform evaluation into a tool for improving programs and developing ways to better serve children and families (Tribal Evaluation Workgroup, 2013). Empirical studies show that collaborative and participatory evaluation approaches increase evaluation use, promote capacity building at both individual and organisational levels (Acree, 2019), and encourage evaluation buy-in (Odera, 2021). There is a need to transform current evaluation approaches and methods, and foster practices that reflect the plurality of cultures and are actionable at the community level.…”

“…Community-driven evaluation is grounded on the active role of relevant stakeholders in shaping the research process (Janzen et al, 2017). There are various approaches to community-driven evaluation, including participatory evaluation (Chouinard & Milley, 2018), collaborative evaluation (Acree, 2019), empowerment evaluation (Fetterman, 2019), and utilisation-focused evaluation (Patton, 2012). Each of these approaches are characterised by the level of stakeholder participation, with “involvement” at one end, different degrees of collaboration in the middle, and empowerment at the other end (International Association for Public Participation, n.d.).…”