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Teaching programme evaluation: A problem of knowledge
1Centre for Program Evaluation, University of Melbourne, Australia.
Evaluation and Program Planning
|October 3, 2020
Summary
This study categorizes knowledge for programme evaluation into core, accessory, and supplementary types. Effective teaching of evaluation requires selecting content that aligns with these knowledge needs for practical application.
Area of Science:
- Evaluation Theory
- Educational Content Selection
- Knowledge Management in Practice
Background:
- Selecting appropriate teaching content is crucial for effective programme evaluation practice.
- Existing approaches may not adequately address the diverse knowledge requirements of evaluators.
- A clear framework for understanding and categorizing knowledge is needed to guide curriculum development.
Purpose of the Study:
- To conceptualize the problem of selecting teaching content for programme evaluation.
- To define categories of knowledge essential for supporting evaluation practice.
- To provide a framework for matching teaching content to the specific needs of evaluation practice.
Main Methods:
- Conceptual analysis of knowledge domains relevant to evaluation practice.
- Categorization of knowledge based on its role in supporting evaluation activities.
- Framework development for selecting teaching content aligned with identified knowledge categories.
Main Results:
- Identified three categories of knowledge: core (determining program value), accessory (supporting practical application), and supplementary (occasional use).
- Emphasized that the selection of knowledge for teaching evaluation must align with these categories.
- Highlighted that specific knowledge needs vary based on the characteristics of the evaluation practice.
Conclusions:
- Effective teaching of programme evaluation necessitates a deliberate selection of content based on core, accessory, and supplementary knowledge requirements.
- Curriculum design should prioritize knowledge that directly supports the determination of program value and its practical application.
- The optimal selection of teaching content should draw from the best available knowledge, irrespective of its disciplinary origin, to meet the specific needs of evaluation practice.
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