Collaborative Evaluation Designs as an Authentic Course Assessment

Strategies for optimizing evaluator education is an ongoing discussion in the field of evaluation. While several options exist, formal post-secondary courses are limited in Canada. Graduate courses offered at post-secondary institutions must navigate institutional structures while creating learning opportunities that bring together the theoretical and practical competencies required for evaluators. In this practice note, we advance evaluation designs as a useful authentic assessment.
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Competency-Based Evaluation Education: Four Essential Things to Know and Do

Evaluator education must provide robust opportunities to support and assess the progressive, lifelong development of relevant knowledge and skills. If we wish to keep pace with the increasingly complex contexts in which evaluators operate, we need to better align our educational approaches with the global movement towards practice competencies guiding the profession. Key among the challenges is the lack of instructional guidance specific to a competency-based approach to evaluator education.
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Scope Creep and Purposeful Pivots in Developmental Evaluation

Abstract:
This practice note illustrates a situation where, as program evaluators,
we crept beyond the provisional boundaries set by our Developmental Evaluation
(DE) goals to facilitate learning. Our DE was initially focused on one program which
was being designed for online delivery in higher education.
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A Case Study of the Guiding Principles for Collaborative Approaches to Evaluation in a Developmental Evaluation Context

Recently, Shulha, Whitmore, Cousins, Gilbert, and al Hudib (2015) proposed a set of evidence-based principles to guide collaboration. Our research undertakes a case study approach to explore these principles in a developmental evaluation context. Data were collected at two points in an 18-month period where an evaluation group collaborated with the program team from a national organization. This article explores the contributions of selected collaborative approaches to evaluation principles as they are applied in a developmental evaluation.

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Optimizing Use in the Field of Program Evaluation by Integrating Learning from the Knowledge Field

It has been almost 20 years since Shulha and Cousins (1997) published their seminal paper exploring evaluation use. The paper examined a decade, 1986 to 1996, of theory, practice, and research on evaluation use. Since that time there have been significant developments related to the phenomenon of evaluation use. Outside of evaluation a new and burgeoning field has focused on the use of research in practice and policy; in health care the term knowledge translation has been used and in social sciences knowledge mobilization.

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Introduction - Setting the Evaluation Use Context

Introduction. This special issue honours Dr. Lyn Shulha’s 25-year contributions to the Canadian field of program evaluation by bringing together the perspectives of authors from across North America to identify Dr. Shulha’s influence on their thinking and evaluation practices. Dr. Shulha’s scholarship is best described as a nonlinear influence because the effect of her work on evaluators’ thinking about collaboration, use, standards, and innovation cannot be directly traced.

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