What exactly do evaluators learn about programs through experience and how? We chose a constructivist framework to investigate the structure of evaluators’ program-related knowledge, namely the form, content, and origins of their expressed theories. In this context, we complemented a Piagetian theory of learning with new developments offered by “probabilistic” (or “Bayesian”) models of learning. We conducted “explicitation” interviews with nine experienced practitioners, some specializing in the education or agri-environment sectors and some generalists. After examining the form and content of their program-related knowledge, we examine its development through experience but also through contact with researchers and readings. In conclusion, we discuss our study’s strengths and limitations, as well as the implications of our results for evaluation training and teaching.

评估人员究竟通过经验了解计划的哪些方面？我们选择了一个建构主义框架来研究评估者与项目相关的知识的结构，即他们表达的理论的形式、内容和起源。在这种情况下，我们用“概率”（或“贝叶斯”）学习模型提供的新发展补充了皮亚杰的学习理论。我们对九名经验丰富的从业者进行了“解释性”访谈，其中一些是教育或农业环境领域的专家，还有一些是通才。在检查了他们与项目相关的知识的形式和内容之后，我们通过经验以及与研究人员的接触和阅读来检查其发展。总之，我们讨论了我们研究的优势和局限性，