Cognitive complexity of evaluator competencies

Clinton, Janet; Hattie, John

doi:10.1016/j.evalprogplan.2021.102006

Cited by 9 publications

(11 citation statements)

References 28 publications

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“…To introduce criteria specification to new learners, we recommend instructors use didactic instruction, discuss practical examples, and model the levels of complex critical thinking (Clinton & Hattie, 2021) involved in identifying, weighing, and selecting sources and domains. We recommend that learners practice specifying criteria by analyzing and creating cases.…”

Section: Integrating Criteria Specification Into Evaluation Educationmentioning

confidence: 99%

Teaching specification of evaluative criteria: A guide for evaluation education

Teasdale

Pitts

Gates

et al. 2023

New Drctns Evaluation

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Evaluative criteria describe the attributes that define a high‐quality intervention and represent values about which intervention characteristics or results are desirable. There are many types of criteria, including those focused on intervention outcomes or impact, design and implementation, and relevance. Criteria may remain implicit and assumed in evaluation practice, yet they nonetheless direct evaluative inquiry and provide the value basis for evaluative conclusions. It is therefore important for novice evaluators to understand why criteria matter and how to thoughtfully consider which and whose criteria to use. We introduce an approach for teaching criteria specification to guide novice evaluators in considering, selecting, and articulating criteria. We introduce key concepts, outline an instructional approach, and provide a downloadable teaching activity for graduate students, undergraduates, and working professionals.

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Section: Integrating Criteria Specification Into Evaluation Educationmentioning

confidence: 99%

Teaching specification of evaluative criteria: A guide for evaluation education

Teasdale

Pitts

Gates

et al. 2023

New Drctns Evaluation

View full text Add to dashboard Cite

show abstract

“…As discussed by Quadrelli and colleagues, many of these education‐focused articles may be attributed to the efforts of a few scholars soliciting and editing Special Issues for Canadian Journal of Program Evaluation , New Directions for Evaluation , and Evaluation and Program Planning . Topics have included broad landscapes of evaluator education (Gullickson et al., 2019; King & Ayoo, 2020), alignment of graduate education and evaluator competencies (LaVelle & Galport, 2020; LaVelle & Johnson, 2022; Poth & Searle, 2021; Sowl et al., 2022), cognitive complexity (Clinton & Hattie, 2021), service learning (Warner, 2020), authentic course assessments (Searle & Poth, 2021), student and practitioner reflections (LaVelle & Yang, 2021), dispositions (Davies, 2021), incorporation of evaluative thinking (Archibald, 2021), considerations for mentoring graduate students of color (Boyce, 2021), and the teaching and learning of evaluation with and within BIPoC communities.…”

Section: Recent Developments In Evaluator Educationmentioning

confidence: 99%

Setting the stage for critically defined and responsive evaluator education and training

LaVelle

Neubauer

Boyce

et al. 2023

New Drctns Evaluation

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This chapter describes the importance of evaluator education and some of the different ways in which evaluators can learn about the field.It discusses a historic perspective on evaluator education alongside its recent developments, and describes areas where further discussion is needed, including critical adult education, universal design for learning, and explicitly linking evaluator education with contemporary and anticipated future needs. It concludes by asking “what should evaluator education look like in the future?”

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“…The project “Peer evaluation of learning outcomes” within the framework of the project “Evaluation of learning outcomes in higher education” explains the concept of “learning outcomes” and research in this area . In modern research, there are several ways for a student to interpret the term “learning outcomes” at the university.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of the Competence Approach in the Training of Chemistry Teachers

Abyzbekova,

Zholdasbayeva,

Tapalova

et al. 2023

J. Chem. Educ.

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The most important problem for high-quality and effective education in a university is the creation of a set of competencies that reflect the results of the development of educational programs. The purpose of the study is to address the most important problem in achieving high-quality and effective education at a university, which is the development of a set of competencies reflecting the results of educational program development. The state educational standards for the educational program and the rules for drawing up the educational program were studied, and a review of the research of scientists on this problem and the work programs of various teachers of organic chemistry were conducted. The methods employed to determine the initial level of establishment of special and professional competencies among students of the educational programs 6B01515 "Chemistry" and 6B01516 "Chemistry-Biology" are specifically designed for the discipline of Organic Chemistry. These methods were

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Cognitive complexity of evaluator competencies

Cited by 9 publications

References 28 publications

Teaching specification of evaluative criteria: A guide for evaluation education

Teaching specification of evaluative criteria: A guide for evaluation education

Setting the stage for critically defined and responsive evaluator education and training

The Effectiveness of the Competence Approach in the Training of Chemistry Teachers

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