Teaching Program Evaluation: How Theory and Practice Enhanced Student-Evaluator Competencies in an Education Graduate Program (Poster 16)

• In Event: AERA Poster Session Thirteen
  In Poster Session: Improving Student Experiences

Abstract

Researchers examined student outcomes in two program evaluation courses: a first-year PhD-level course taught using theory and a second-year master’s-level course taught by executing an evaluation while blending theory and application. Researchers investigated student perceptions of their evaluator competencies and systematically scored end-of-course proposals to understand differences between the two teaching methods, and the extent to which the applied evaluation component of the master’s-level course may have impacted differential, practice-based outcomes. Findings showed master’s-level students independently rated all applied components of their course significantly higher than their PhD counterparts, which aligned with results of students’ final, end-of-course proposals in terms of increased student outcomes.

Authors

• Stephanie Sowl, ECMC Foundation
  Presenting Author

• Audrey Amrein-Beardsley, Arizona State University
  Presenting Author

• Clarin Collins, Arizona State University
  Presenting Author