Evaluator Training

Abstract

Quality training opportunities for evaluators will always be important to the evaluation profession. While studies have documented the number of university programs providing evaluation training, additional information is needed concerning what content is being taught in current evaluation courses. This article summarizes the findings of a survey administered to university faculty who provide such courses, including (a) topics taught, (b) time spent on topics, and (c) instructors perceptions of topic importance. Study results show considerable diversity in the training of new evaluators. This diversity is often complicated by the range of contexts, purposes, and situations involved.

Community, Theory, and Guidance: Benefits and Lessons Learned in Evaluation Peer Mentoring

“…The most significant motivator for program participation was the desire for mem bership in a community of practice and the opportunity to meet fellow novice evaluators at similar points in their careers. Parallel to the finding that peer mentees expressed an important connection and shared perspective with their mentors (Dennison, 2010), participants in this study noted that while they would Table 1. Expected and unexpected benefits for peer-mentor program partici pation…”

“…Peer mentoring, a relationship defined by the pairing of a mentor and mentee of relatively equal experience, is thought to be an untapped solution for challenges in many professional domains (Dennison, 2010). For many professional fi elds, there are simply too few senior members who are able or willing to act as mentors or meet the specific needs of new practitioners in quickly changing fi elds (Holbeche, 1996).…”

“…Benefits for mentors within a peer mentorship have included the opportunity to review knowledge and stay current with skills, increased networking, an increase in respect from colleagues, and the opportunity to participate in an overall rewarding experience. Th e benefits for mentees within a peer mentorship have included reduced feelings of intimidation, greater comfort within the field, and a connection and shared perspectives with a peer mentor who has had a similar experience (Dennison, 2010). Benefi ts of peer mentoring for both mentors and mentees have included increased morale, collaborations, productivity, enhanced learning, and positive changes in health behaviors and sustainable lifestyle patterns (Brancato, 2003;Petosa & Smith, 2014;Santucci et al, 2008).…”

20 Years Later: Reflections on the CES Student Evaluation Case Competition

“…The case competition is thought to be a valuable learning opportunity for students to gain experience applying evaluation theory, methods, and approaches ( Obrecht et al, 1998 ), topics that university-level introductory and advanced evaluation course instructors feel are most important to teach when training new evaluators ( Davies & MacKay, 2014 ). By using a case-based approach, the compe tition enables students to gain hands-on experience applying the technical aspects of evaluation by creating an evaluation plan for a real-world program.…”

“…Th is type of experiential learning is considered essential to evaluation education ( Trevisan, 2004 ) and may help students overcome challenges applying evaluation theory to practice ( Chouinard & Boyce, 2017 ). The case competition may also better pre pare students for employment, as it promotes skills related to evaluation theory, research design, and report writing, which are areas employers have identifi ed as desirable but under-developed in new evaluators seeking jobs ( Dewey, Montrosse, Schröter, Sullins, & Mattox, 2008 ).…”