How do we teach and learn with cases?

Self Cite

In the face of unprecedented and ever‐changing challenges at the local, national, and global levels, evaluation must change too. Our old ways no longer serve us or the field's social, economic, political, and humanitarian betterment aims. Taking these aims seriously means much must change, including how we educate and train. In this article, we lay out a vision for what must happen within evaluator education and training and examples of how a transformative frame can be successfully integrated. With the great challenges our countries and societies face, we revisit three fundamental questions: what do evaluator education and training ‘done well’ mean? What should such education and training look like? Who should lead it?

Section: The Youth Transformative Participatory Evaluator Education A...mentioning

confidence: 99%

The youth transformative participatory evaluator education and training approach: The EvalYouth experience

Bitar

Hoosen²,

Montrosse-Moorhead

et al. 2023

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“…In their article, Montrosse-Moorhead et al (2021) position case-centered teaching and learning within its broader theoretical context. We subscribe to their view that casecentered teaching constitutes one of evaluation's signature pedagogies and supports learners in developing the multiple skills required for the practice of evaluation.…”

Section: Use Of Cases In Teaching Evaluationmentioning

confidence: 99%

“…The survey instrument was developed for the specific purposes of this study and was largely based on the literature review presented in Montrosse-Moorhead et al (2021) and our review of the case-centered skill development literature in other fields. To ensure that all respondents were able to share their current instructional practices, we did not impose a single competency framework (i.e., AEA, CES, ANZEA, or others); rather, we asked respondents to identify the competency frameworks on which their courses are based.…”

Section: Instrumentmentioning

confidence: 99%

How does teaching with cases support the development of evaluation competencies?

Bourgeois

Wildschut

Steinberg

2021

Evaluation competency frameworks identify the skills and knowledge required for the professional practice of evaluation. These competency frameworks are used, among other purposes, to craft evaluation training programs, courses, and activities. To date, the link between case-centered teaching and learning and the development of evaluation competencies has not been explored systematically. Our study sought to focus on this link through an exploratory survey of evaluation instructors. Our findings reveal that evaluation instructors recognize the potential of case-centered teaching in supporting the development of evaluation competencies and that they use cases towards competency development. However, some challenges remain, such as the accessibility and adaptability of cases to particular competency domains and instructional contexts.Evaluators require a vast array of skills, knowledge, and experience to make appropriate decisions about how best to design evaluation studies, manage them as they unfold, and make judgments about the quality and value of interventions. The skills, knowledge, and values critical to evaluation practice are articulated in various sets of evaluation competencies, published by different professional evaluation associations. These competencies include aspects related to the technical and management skills required to carry out evaluation work and the interpersonal and contextual skills necessary to adapt to changing circumstances and engage stakeholders appropriately.Linfield and Tovey (2021) define a case as: "A series of events, real or imagined, that tell an evaluation story to promote student learning, including illustrating a concept, skill development, and facilitating critical thinking, among others." (p. 13). Case-centered teaching is particularly well-suited to developing such competencies (Brock & Alford, 2015; Schafer, 2016). Case-centered teaching draws upon the existing knowledge and experiences of the learner while introducing new concepts, theories, and practices within a framework that can promote retention and retrieval (Austin & Packard, 2009). In addition, it encourages

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

Kallemeyn

Titiml

Galib

et al. 2021

Self 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.