Affiliation:
1. Cornell Office for Research on Evaluation, Cornell University, Ithaca, NY, USA
2. Department of Agricultural, Leadership, and Community Education, Virginia Tech, Blacksburg, VA, USA
Abstract
Evaluative thinking (ET) is an increasingly important topic in the field of evaluation, particularly among people involved in evaluation capacity building (ECB). Yet it is a construct in need of clarification, especially if it is to be meaningfully discussed, promoted, and researched. To that end, we propose that ET is essentially critical thinking applied to contexts of evaluation. We argue that ECB, and the field of evaluation more generally, would benefit from an explicit and transparent appropriation of well-established concepts and teaching strategies derived from the long history of work on critical thinking. In this article, based on previous work in the fields of education, cognitive science, and critical thinking, as well as on our experience as ECB practitioners, we propose several guiding principles and specific strategies for teaching ET that draw directly from research on the teaching of critical thinking.
Subject
Strategy and Management,Sociology and Political Science,Education,Health (social science),Social Psychology,Business and International Management
Cited by
114 articles.
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