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Using Problem-Based Learning to Train EvaluatorsUniversity of California, Los Angeles
University of California, Los Angeles, twallace{at}ucla.edu
University of California, Los Angeles As the evaluation profession has continued to grow and develop, there has been a corresponding concern about how to properly train future evaluation practitioners. Those who teach evaluation strive to develop training opportunities that create the appropriate balance of the practical, how-to knowledge of evaluation with the burgeoning theoretical knowledge that undergirds responsible evaluation practice. There is a recognized need to move beyond traditional teaching methods to ones that are more engaging and "hands on" to help students understand the interactive nature of program evaluation. Problem-based learning is an experiential learning approach that can integrate the need to balance self-study of theory and practice, along with the need to familiarize students with the dynamic, interactive nature of program evaluation. This article serves as an introduction to the problem-based learning approach and describes this instructional method applied to teaching a graduate-level course in evaluation procedures.
Key Words: problem-based learning • teaching evaluation • role-playing • case-based instruction
American Journal of Evaluation, Vol. 28, No. 4,
536-545 (2007) This article has been cited by other articles:
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