Teaching programme evaluation: A problem of knowledge
Evaluation and Program Planning | PERGAMON-ELSEVIER SCIENCE LTD | Published : 2020
This article conceptualises the problem of selecting teaching content that supports the practice of programme evaluation. Knowledge for evaluation practice falls within one of three categories of knowledge that are defined by the different roles they play in supporting practice. First, core knowledge relates to the defining activity of evaluation practice, i.e., that it informs the intellectual task of the determination of a programme's value. Second, accessory knowledge informs activities that support and facilitate the concretisation of the previous activity in a delivery context (e.g., stakeholder participation, evaluation use, project management, etc.). Third and finally, supplementary k..View full abstract
Awarded by Research Development Award of the Melbourne Graduate School of Education
This work was supported by the Research Development Award of the Melbourne Graduate School of Education [grant number 01-4600-06xxxx-000319-RDQ-12-01].