Jean A. King

Special Issue

Editor's Remarks / Un mot du rédacteur en chef + Introduction to Professionalizing Evaluation: A Global Perspective on Evaluator Competencies / Introduction à la professionnalisation de l’évaluation : perspective globale sur les compétences des...

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Pages:
v-xv

A Professional Grounding and History of the Development and Formal Use of Evaluator Competencies

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Pages:
1-28

This article provides background for the special issue. The authors first review the history of competency development in general and then in evaluation specifically. To date, the Canadian Evaluation Society and the Japanese Evaluation Society are the only professional organizations that have launched credentialing systems. However, increasing numbers of evaluation organizations and associations worldwide have developed lists of evaluator competencies, moving the field one step closer to professionalization. Although there are many viewpoints on the value of developing sets of evaluator competencies, there is currently a lack of empirical studies linking them to useful or sound evaluations.

Fall

Evaluator competencies in university-based evaluation training programs

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Pages:
101-123

In this article we revisit the comprehensive tax of Essential Competencies for Program Evaluators and explore its utility in university-based evaluation training programs. We begin by briefly summarizing the development of the tax, then elaborate on how it can be used to enhance evaluation training through six decision points in graduate degree or certificate programs. We then discuss the challenges of credentialing/licensure and accreditation within the field of program evaluation and end with a proposal for the development of standards for program evaluation training programs.

Special Issue

From the Outside, Looking In with a Smile: A Summary and Discussion of CES's Credentialed Evaluator Designation

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Pages:
134-153

Drawing upon information presented in this issue, the article discusses the CES's Credentialed Evaluator designation using three frameworks: the Context, Inputs, Processes, and Products (CIPP) model to provide an overview of the program; developmental evaluation to examine key events and principles in the program's evolution; and adaptive action to raise issues both for the CES as it revises the program and for others around the world as they consider the possible benefits and risks of establishing evaluator credentialing programs. The Credentialed Evaluator designation has provided proof of concept for a viable evaluator credentialing system run by a voluntary organization of professional evaluators (VOPE). Specific considerations in moving forward in settings beyond Canada include the following: (a) the exercise of caution when using evaluator competencies to structure a credentialing program, (b) the importance of a perceived need for or value of a credential, (c) skillful attention to milieu, (d) finding qualified and committed people to develop and manage the program, and (e) ensuring that all stakeholders, including those outside the profession, are involved.