Navigating Theory and Practice Through Evaluation Fieldwork

Abstract

To explore the relationship between theory and practice in evaluation, we focus on the perspectives and experiences of student evaluators, as they move from the classroom to an engagement with the social, political, and cultural dynamics of evaluation in the field. Through reflective journals, postcourse interviews, and facilitated group discussions, we involve students in critical thinking around the relationship between evaluation theory and practice, which for many was unexpectedly tumultuous and contextually dynamic and complex. In our exploration, we are guided by the following questions: How do novice practitioners navigate between the world of the classroom and the world of practice? What informs their evaluation practice? More specifically, how can we understand the relationship between theory and practice in evaluation? A thematic analysis leads to three interconnected themes. We conclude with implications for thinking about the relationship between theory and practice in evaluation.

Competency-Based Evaluation Education: Four Essential Things to Know and Do

“…Dewey's ( 1933 ) statement that not all experience results in learning highlights the contribution of high-quality refl ection on course experiences. Similar to the work of Chouinard et al (2017 ), our study highlights the learning advantages aff orded to novice evaluations from authentic learning opportunities and a competency-based approach with access to ongoing feedback as core characteristics with the strong potential to contribute to refl ective practices.…”

“…When learners have experiences in which they are supported as they navigate dynamic interactions, they are better able to bridge theory and practice in their work. Th is refl ects and extends the well-established need for practical and hands-on experiences to complement more didactic approaches to developing the requisite complement of evaluator skills and dispositions in an applied fi eld (e.g., Chouinard et al, 2017 ;Chelimsky, 1997 ;Fitzpatrick, 1994 ). We propose that competency-based approaches can generate evidence of developing the complex skills necessary for real-world evaluation practice by assessing diff erent combinations of individual competencies in the assignments.…”

Fieldwork Experience as Cultural Immersion: Two International Students and Their Professor Reflect on a Recent Evaluation Practicum

“…The challenges of helping students transition from classroom-based learning to an applied field setting have been well documented (e.g., Buitrago et al, 2015 ;Gre dler & Johnson, 2001 ;Hurley et al, 2005 ;Perry, 2008 ), underscoring the fact that evaluation is more than a technical craft and requires more than the application of methodological expertise ( Chouinard et al, 2017 ). While evaluation contexts are complex, multifaceted, and highly interactive spaces that encompass a blend of social, historical, political, and cultural dimensions (Mathison, 2005 ), learning evaluation can itself be a tumultuous, uncertain, and daunting experience for many students (Chouinard et al, 2017 ;Hurley et al, 2005 ), not least for those from other countries.…”

Community, Theory, and Guidance: Benefits and Lessons Learned in Evaluation Peer Mentoring

“…Evaluation is becoming a distinct area of study, with over 48 universitybased training programs in evaluation currently offered (LaVelle & Donaldson, 2010 ). The majority of evaluation practitioners, however, begin their professional journeys in fields with methods parallel to those in evaluation, such as psychology, public health, sociology, and education (Stevahn et al, 2005) and subsequently "stumble" into evaluation careers (Christie, 2003). As a result, a considerable num ber of evaluation practitioners do not hold an advanced degree in evaluation and are motivated to seek formal training through other avenues (Christie, Quiñones, & Fierro, 2014), such as professional development sessions offered by universities, evaluation societies, and private entities ( AEA GSNE TIG, 2017; CES, 2017).…”