What does implementing case‐centered teaching of evaluation look like in practice?. Issue 172 (24th February 2022)

• Record Type: Journal Article
• Authors: Kallemeyn, Leanne M.; Roseveare, Christine; Steinberg, Marla; Tovey, Tiffany L. S.
• Editors: Kallemeyn, Leanne M.; Bourgeois, Isabelle; Ensminger, David C.
• Is Part Of: New directions for evaluation. Issue 172(2021)
• Page Start: 69
• Page End: 84
• Publication Date: 2022-02-24
• Subjects: Evaluation research (Social action programs) -- Periodicals; 361.61072
• DOI: 10.1002/ev.20482
• Languages: English
• ISSNs: 1097-6736

Abstract

Abstract: Rooted in the pedagogical literature, three evaluation educators, guided by a facilitator, engaged in reflective practice regarding case‐centered teaching and learning. We engaged in (D)escription, (A)nalysis, (T)heorizing, and (A)cting (DATA model) in relation to case‐centered teaching. Based on a cross‐case analysis, we identified five common actions in our teaching with cases: (1) Use case‐centered teaching in various contexts to support a variety of different learning outcomes for students from different backgrounds; (2) Choose cases intentionally; (3) Integrate student learning activities, supports, and materials; (4) Evaluate students' learning experiences with cases; and (5) Engage in collaborative reflection to facilitate learning and improvement on instructional practices with case‐centered teaching.