Evaluation With a Focus on Justice

House, Ernest R.

doi:10.1002/ev.20378

Cited by 8 publications

(5 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…“Ordinarily, I would consider an evaluation complete when evaluators determine the merit or worth of what is evaluated. However, racism, sexism, and some economic inequalities are so deeply entrenched and resurgent that discovering and revealing the social mechanisms generating them might be worth the effort, especially since mechanisms like racial framing can bias evaluations as well” (House, 2019, p. 64). Infusing a racialized lens into evaluation practice can help identify how race is incorporated into defining and solving problems of practice, and how it shapes groups’ access to opportunity (Thomas et al., 2018).…”

Section: Resultsmentioning

confidence: 99%

What are the characteristics of the cases we use to teach and learn evaluation?

Kallemeyn

Titiml

Galib

et al. 2021

New Drctns Evaluation

View full text Add to dashboard Cite

Case‐centered teaching and learning is important for illustrating evaluation approaches, practicing professional problem‐solving and ethical decision‐making, and teaching professional skills and competencies. In this study we provide findings on a content analysis of 148 written cases used to teach evaluation and a critical analysis of five purposively selected cases. The findings demonstrate that evaluators have written many cases to teach the situational nature of evaluation practice. Most of the cases are simulations of practice, which include how the case actors’ think, decide, and act in an evaluation context. The study findings point to several areas for strengthening case‐centered teaching in evaluation, including providing clear learning objectives, developing supporting resources for instructors, aligning cases with professional competencies and/or core concepts in the field, developing cases to promote active and problem‐based learning, ensuring cases represent equity‐informed practices, and broadening the representation of diverse people and contexts.

show abstract

Section: Resultsmentioning

confidence: 99%

What are the characteristics of the cases we use to teach and learn evaluation?

Kallemeyn

Titiml

Galib

et al. 2021

New Drctns Evaluation

View full text Add to dashboard Cite

show abstract

“…Conducting a critical analysis of the narrative can help the case writer identify language or representations of case actors that perpetuate stereotypes, microaggressions, and existing power structures, within the narrative (Kallemeyn, et al., 2021). If identified, these elements can be changed, removed, or addressed in the instructor resources to support transformative pedagogy and learning (Montrosse‐Moorhead, et al., 2021) and demonstrate how sexism, racism, and classism can influence or bias evaluations (House, 2019).…”

Section: Designing Developing and Writing A Casementioning

confidence: 99%

How do we deepen our story reservoir by designing, developing, and writing instructional cases for teaching evaluation?

Ensminger

Frazier

Montrosse-Moorhead

et al. 2021

New Drctns Evaluation

View full text Add to dashboard Cite

Practicing evaluators' professional stories can serve as rich resources for training novice evaluators. However, converting professional stories into a written teaching case requires more than simply writing down a narrative. This article discusses the components of well written cases present in the literature, and provides guidance on how to design, develop, and write four types of cases using instructional design principles that address aspects of pedagogical knowledge and pedagogical content knowledge. Additionally, this article discusses the development of instructor resources that can accompany a case narrative and support the use of the case as an instructional tool.

show abstract

“…Th e advisory group will aim for representation of a variety of stakeholders-for example, students, staff , caregivers, Indigenous elders and knowledge keepers, and representatives from ethnocultural communities. When stakeholders are diverse, promoting the theme of "learning together" throughout the change process can assist in levelling the unequal social hierarchies that exist (House, 2019). Voegeli, Schmitt-Boshnick, and Krupa (2021) found identifying the purpose is essential for the success of an advisory group's contribution.…”

Section: Discussionmentioning

confidence: 99%

Fostering an Evaluative Culture by Addressing a Breakdown in the Policy Development Cycle

Anderson-Draper

2022

Canadian Journal of Program Evaluation

View full text Add to dashboard Cite

Systematic evaluation contributes to a strong governance function that leads to improvement and accountability in school systems. Evaluation is integral to the policy development cycle. Elected school board trustees in River City school division were challenged in their governance role by a lack of evaluative feedback on policies. A four-step change process was created to guide the development of an evaluation framework to address the gap and foster an evaluative culture within the board. The change process described could be applied by other school divisions to enhance their policy evaluation function. More broadly, the importance of careful planning and the benefits of a participatory approach to evaluation are integral pieces to any change effort.

show abstract

Evaluation With a Focus on Justice

Cited by 8 publications

References 18 publications

What are the characteristics of the cases we use to teach and learn evaluation?

What are the characteristics of the cases we use to teach and learn evaluation?

How do we deepen our story reservoir by designing, developing, and writing instructional cases for teaching evaluation?

Fostering an Evaluative Culture by Addressing a Breakdown in the Policy Development Cycle

Contact Info

Product

Resources

About