In their own words: Student key learning experiences in an introductory evaluation course

John M. LaVelle, Zhou Yang

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


Reflections by students on their key learning experiences in evaluation courses can provide useful data for educators seeking to identify the most impactful aspects of their teaching practice. In this practice note we describe how an instructor has included active reflective practice as part of their teaching practice, and how both the instructor and a graduate student analyzed other student reflections on key learning experiences to help improve the course. We first analyze these reflections using grounded theory, then perform two additional analyses, one using Fink's taxonomy of significant learning and the second using both the Canadian Evaluation Society's Competencies for Canadian Evaluation Practice and the American Evaluation Association's Competencies framework. We conclude by reflecting on how the frameworks provided helpful data to understand and improve the practice of teaching evaluation through the lens of the student learner.

Original languageEnglish (US)
Pages (from-to)450-465
Number of pages16
JournalCanadian Journal of Program Evaluation
Issue number3
StatePublished - Mar 22 2021

Bibliographical note

Publisher Copyright:
© 2021 Canadian Journal of Program Evaluation / La Revue canadienne d'évaluation de programme 35.3 (Special Issue / Numéro spécial), 450-465


  • Course design evaluation
  • Reflection
  • Student learning
  • Teaching of evaluation


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