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

Self Cite

Culturally responsive evaluation (CRE) education has gained traction over the past 15 years, yet there is a dearth of literature on this topic. In response, we offer guidance on CRE education in higher education. Influenced by Stafford Hood, we engage CRE education as a social responsibility or a higher calling. Accordingly, in this article, we describe the importance of culturally responsive pedagogy (CRP) to fulfill our social responsibility in CRE education. We also highlight signature CRP used in our CRE courses, namely the incorporation of diverse practical field experiences and innovative instructional technology. We conclude with lessons learned.

Section: Culturally Responsive Evaluation Educationmentioning

confidence: 99%

Culturally responsive evaluation teaching and learning in higher education: A higher calling

Hall,

Avent,

Boyce

et al. 2023

Self Cite

Artificial intelligence and the future of evaluation education: Possibilities and prototypes

Tilton,

LaVelle,

Ford

et al. 2023

Advancements in Artificial Intelligence (AI) signal a paradigmatic shift with the potential for transforming many various aspects of society, including evaluation education, with implications for subsequent evaluation practice. This article explores the potential implications of AI for evaluator and evaluation education. Specifically, the article discusses key issues in evaluation education including equitable language access to evaluation education, navigating program, social science, and evaluation theory, understanding evaluation theorists and their philosophies, and case studies and simulations. The paper then considers how chatbots might address these issues, and documents efforts to prototype chatbots for three use cases in evaluation education, including a guidance counselor, teaching assistant, and mentor chatbot for young and emerging evaluations or anyone who wants to use it. The paper concludes with ruminations on additional research and activities on evaluation education topics such as how to best integrate evaluation literacy training into existing programs, making strategic linkages for practitioners, and evaluation educators.

Scaffolding future Latinx evaluators toward racial justice: Lessons learned from Stafford

Sperling,

Quetzeri,

Cuevas

et al. 2023

Continuing the journey of culturally responsive evaluation (CRE) requires attending to the ways in which we prepare future evaluators. That means moving beyond treating evaluator education as a one size fits all technical exercise. We must take into consideration student identities and experiences, as well as historical and contemporary ideological currents, many of which are at odds with CRE principles and work against our own values. In this article, we, the program director, two graduates, and one current student in St. Mary's University's academic certificate program in Community‐based Assessment and Evaluation, share our experiences with evaluator education at a Hispanic‐Serving Institution. Collectively, we have come to realize that the pursuit of cultural competence often requires resisting both feigned color‐blindness and outright racism as they exist outside and inside of ourselves. Our success depends on applying core ideas of CRE to the evaluator education process by recognizing and responding to ourselves as actors within a sociopolitical and cultural context. Only by giving ourselves and our positionality the same attention we give community members can we do justice to the evaluator education process. Hopefully, our stories will enliven discussion on how best to amplify the power of our emerging evaluators as they begin their careers.