CES members were surveyed in April 2014 regarding professionalization issues and the Credentialed Evaluator (CE) program (a component of the CES Professional Designations Program). Analysis reported here is based on 654 completed questionnaires. Results suggest that members' attitudes and perceptions about the program are generally positive. Credentialed Evaluators appear to attribute improvements in their practice to the credential, and the sense of belonging to a profession is increasing. Factors other than the credentialing program may have influenced the variables of interest.
The Credentialing Board is a group of senior evaluators whose role is to consider the merits of each application for the Credentialed Evaluator designation and to provide input regarding the ongoing development of the program. This article recounts the four-year history of the Board, describes its processes, and analyzes its challenges. On the basis of a file review, a survey of Board members, in-depth interviews, and the authors' own experiences, it is concluded that the Board has successfully tackled its responsibility but that there is still room for improvement.
Professional Standards for Evaluators: The Development of an Action Plan for the Canadian Evaluation Society
The National Council of the Canadian Evaluation Society (CES) recognized a need to designate a professional status for the practice of evaluation for individuals who meet appropriate criteria. A consortium of experienced CES members developed an Action Plan with policy options based on (a) a literature review, (b) consultations with relevant professional organizations, (c) knowledge and experience brought by consortium members, and (d) the 2005 Survey of Evaluation Practice and Issues in Canada.
Studies of Canadian evaluators have consistently shown them to be dissatisfied with opportunities for advanced training, suggesting a need to diversify the forms of professional development available to seasoned evaluators. This article reports on a trial implementation of an alternative learning model: learning circles for advanced professional development in evaluation. This model is grounded in approaches drawn from self-directed learning, self-improvement movements, adult and popular education, quality improvement, and professional journal clubs.