Michael A Harnar
Biographic Data
| ID | 4411614 |
|---|---|
| NAME | Michael A Harnar |
| GIVEN NAMES | Michael A |
| FAMILY NAME | Harnar |
| SIGNATURE | HARNAR M A |
| AFFILIATIONS | Western Michigan University |
| ORCID | 0000-0002-5640-0738 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Participatory Meta-Evaluation
Despite being cemented in the Joint Committee Standards as a tenet of high-quality evaluation practice, use of meta-evaluation remains limited. One contributing factor to the limited utility of meta-evaluation may be that meta-evaluation is perceived as a burdensome process that necessitates a large degree of time, resources, and expertise to be completed successfully. To remedy this gap and embed meta-evaluation as a regular aspect of evaluation…
Using Cognitive Complexity to Understand Role-Play as a Pedagogical Tool in Graduate Evaluation Education
In response to a call for more research on evaluator education, this paper explores the use of role-play as an in-class activity for students in a graduate course in evaluation. We describe the activity in detail and use the Structure of Observed Learning Outcomes taxonomy as a tool to describe the cognitive complexity of student responses in the activity. Using a collaborative autoethnographic approach, we found that the role-play activity provi…
Internal Formative Meta-Evaluation
The term meta-evaluation—referring to the “evaluation of evaluations”—has been in the evaluation lexicon for a half-century. Despite this longevity, research on meta-evaluation is sparse and even more so for internal formative types of meta-evaluation. This exploratory study builds on our understanding of meta-evaluative methods by exploring evaluators’ approaches to ensuring quality practice. A sample of practitioners was drawn from the American…
Using Cognitive Complexity to Understand Role-Play as a Pedagogical Tool in Graduate Evaluation Education
In response to a call for more research on evaluator education, this paper explores the use of role-play as an in-class activity for students in a graduate course in evaluation. We describe the activity in detail and use the Structure of Observed Learning Outcomes taxonomy as a tool to describe the cognitive complexity of student responses in the activity. Using a collaborative autoethnographic approach, we found that the role-play activity provi…
Internal Formative Meta-Evaluation
The term meta-evaluation—referring to the “evaluation of evaluations”—has been in the evaluation lexicon for a half-century. Despite this longevity, research on meta-evaluation is sparse and even more so for internal formative types of meta-evaluation. This exploratory study builds on our understanding of meta-evaluative methods by exploring evaluators’ approaches to ensuring quality practice. A sample of practitioners was drawn from the American…
Using Cognitive Complexity to Understand Role-Play as a Pedagogical Tool in Graduate Evaluation Education
In response to a call for more research on evaluator education, this paper explores the use of role-play as an in-class activity for students in a graduate course in evaluation. We describe the activity in detail and use the Structure of Observed Learning Outcomes taxonomy as a tool to describe the cognitive complexity of student responses in the activity. Using a collaborative autoethnographic approach, we found that the role-play activity provi…
Participatory Meta-Evaluation
Despite being cemented in the Joint Committee Standards as a tenet of high-quality evaluation practice, use of meta-evaluation remains limited. One contributing factor to the limited utility of meta-evaluation may be that meta-evaluation is perceived as a burdensome process that necessitates a large degree of time, resources, and expertise to be completed successfully. To remedy this gap and embed meta-evaluation as a regular aspect of evaluation…
Evaluation and Performance Assessment (3 works) · Computer Science (2 works) · Pedagogy (2 works) · Psychology (2 works) · Applied Psychology (1 works) · Applied Psychology (1 works) · Artificial Intelligence (1 works) · Best practice (1 works) · Business (1 works) · Citizen journalism (1 works)