This article conceptualises the problem of selecting teaching content that supports the practice of programme evaluation. Knowledge for evaluation practice falls within one of three categories of knowledge that are defined by the different roles they play in supporting practice. First, core knowledge relates to the defining activity of evaluation practice, i.e., that it informs the intellectual task of the determination of a programme’s value. Second, accessory knowledge informs activities that support and facilitate the concretisation of the previous activity in a delivery context (e.g., stakeholder participation, evaluation use, project management, etc.). Third and finally, supplementary knowledge informs activities that may, on occasion, occur during evaluation practice, but without relating to the determination of value, either inherently or in a support role. The selection of knowledge for the teaching of evaluation must match the knowledge needed for the pursuit of effective evaluation practice: core, accessory, and supplementary knowledge. The specifics of these three needs ultimately depend on the characteristics of a given practice. The selection of content for the teaching of evaluation should ideally address these specific needs with the best knowledge available, regardless of its disciplinary origins.

本文将支持项目评估实践的教学内容的选择问题概念化。评估实践知识属于三类知识之一，这些知识由它们在支持实践中扮演的不同角色定义。首先，核心知识与评价实践的定义活动有关，即它告知确定计划价值的智力任务。其次，辅助知识为支持和促进交付环境中先前活动具体化的活动提供信息（例如，利益相关者参与、评估使用、项目管理等）。第三也是最后，补充知识为评估实践中可能偶尔发生的活动提供信息，但与价值的确定无关，无论是天生的还是支持角色。评价教学的知识选择必须与追求有效评价实践所需的知识相匹配：核心知识、附属知识和补充知识。这三种需求的具体情况最终取决于特定实践的特征。评估教学内容的选择应以可用的最佳知识理想地满足这些特定需求，而不管其学科起源如何。