Using critical incidents to model effective evaluation practice in the teaching of evaluation

In this essay, I discuss the importance of modeling effective evaluation practice as we teach others about program evaluation. Over the last few years I have experimented with using a tool and process called “critical incidents” in my graduate program evaluation courses. This activity asks students each week to reflect on their reactions to, and learning from the course, by responding to a set of evaluative questions. The students' cumulative responses to these questions demonstrated increased understanding of key evaluation concepts and an appreciation for their own and others' learning styles. The approach confirmed the importance of modeling formative evaluation throughout a course as a way to teach about evaluation practice.