How does teaching with cases support the development of evaluation competencies?

Abstract

AbstractEvaluation competency frameworks identify the skills and knowledge required for the professional practice of evaluation. These competency frameworks are used, among other purposes, to craft evaluation training programs, courses, and activities. To date, the link between case‐centered teaching and learning and the development of evaluation competencies has not been explored systematically. Our study sought to focus on this link through an exploratory survey of evaluation instructors. Our findings reveal that evaluation instructors recognize the potential of case‐centered teaching in supporting the development of evaluation competencies and that they use cases towards competency development. However, some challenges remain, such as the accessibility and adaptability of cases to particular competency domains and instructional contexts.