Toward a taxonomy of essential evaluator competencies

King, Jean A.; Stevahn, Laurie; Ghere, Gail; Minnema, Jane

doi:10.1016/s1098-2140(01)00129-1

Cited by 48 publications

(55 citation statements)

References 13 publications

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“…When cultural competence is cited as necessary in evaluation (for example, American Evaluation Association, 2004; King, Stevahn, Ghere, & Minnema, 2001;SenGupta, Hopson, & Thompson-Robinson, 2004), it is often illustrated with reference to individual characteristics.…”

Section: Culture From An Organizational Perspectivementioning

confidence: 99%

Culture and influence in multisite evaluation

Kirkhart

2011

New Drctns Evaluation

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Section: Culture From An Organizational Perspectivementioning

confidence: 99%

Culture and influence in multisite evaluation

Kirkhart

2011

New Drctns Evaluation

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“…Specifically, the three evaluator competency domains that overlap with the three qualitative themes relevant to effective CBR focus on technical (appropriate methodology), management (of projects), and interpersonal (social interaction) aspects of conducting sound evaluation research-the remaining domains focus on evaluator practice that is professional (ethical/principled) and situational (attending to contextual/cultural circumstances in each distinctive evaluation setting). Perhaps the effective practice themes in this study that coincide with the evaluator competency domains emerging from research on essential evaluator knowledge, skills, and dispositions (King, Stevahn, Ghere, & Minnema, 2001;King & Stevahn, 2015;Stevahn, King, Ghere, & Minnema, 2005;Wilcox, 2012;Wilcox & King, 2014) should be no surprise, as team-based CBR can be considered one of several types of participatory evaluation practice (see King & Stevahn, 2013, pp. 30-31) aimed at bringing about substantive organizational and/or social change.…”

Section: Overall Significancementioning

confidence: 81%

Community-Based Research (CBR) in the Education Doctorate: Lessons Learned and Promising Practices

Stevahn

Anderson

Hasart

2016

IJDS

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Community-based research (CBR) is an advanced form of academic service-learning through which university students, faculty, and community organizations collaborate to conduct inquiry projects aimed at producing social change. Despite its potential for advancing learning in graduate studies, little research exists on CBR implementations or outcomes in doctoral programs. This study examined the effectiveness of integrating CBR into an educational leadership doctorate across three consecutive cohorts in which students worked in teams to conduct CBR projects, each in partnership with a community organization pursuing a social justice initiative. A mixedmethods developmental case study design produced quantitative and qualitative data on students' perceived effectiveness of cooperative/collaborative interaction and team decision making in CBR, experience with and learning from CBR in the education doctorate, and development of CBR competencies. Triangulated results overall revealed students' (a) positive attitudes toward CBR, (b) enhanced understanding of and commitment to CBR and how to conduct it, (c) expanded understanding and application of technical research skills, (d) growth in cooperative/collaborative and conflict resolution skills, and (e) development of leadership project management skills. These findings may assist faculty in planning innovative, authentic, applied, professional training in the education doctorate capable of advancing students' graduate inquiry skills while also enhancing competencies for successful leadership in the field.

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“…Muchos, incluso muchísimos, hablan de evaluación, pero muy pocos han recibido o han buscado la formación mínima que pudiera cubrir las competencias esenciales definidas por asociaciones de indiscutible renombre, por ejemplo, la Asociación Americana de Evaluación (King, Stevahn, Ghere y Minemma, 2001). He tratado directamente con muchos en los congresos de evaluación, en reuniones de trabajo con profesionales de diferentes campos e impartiendo clases en los distintos másteres que se ofertan en nuestros país.…”

Section: La Lógica De La Evaluaciónunclassified

Constructionism, postmodernism and evaluation theory. The strategic function of evaluation

Fernández-Ramírez

2009

ATHENEAD

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Resumen AbstractLa evaluación es una empresa lucrativa y un perfil profesional al que muchos se han sumado careciendo de las mínimas competencias y conocimientos exigibles. Evaluar es emitir juicios de valor sobre objetos diversos, incluidas las iniciativas de intervención social. El planteamiento convencional es racionalista (diagnóstico, planificación, intervención y análisis del impacto), a pesar de que los modelos racionalistas hayan perdido vigor en las ciencias sociales a favor de alternativas políticas, simbólicas o caóticas, tal como apreciamos en la historia del pensamiento organizacional. En una perspectiva construccionista, observamos además el poder reificador de los criterios escogidos en cada situación de evaluación. La evaluación sugiere o impone qué es lo correcto en cada caso; criterios que pasan a acotar, dar sentido y prioridad a determinado modo de entender las relaciones sociales, los objetivos o el modo de comportamiento personal y organizacional. Mi propuesta es elevar esta inevitable consecuencia práctica de las evaluaciones a rango de virtud política y ética, al servicio de los intereses y deseos de futuro de los grupos que participan en procesos evaluativos, primando su función estratégica sobre las tradicionales funciones de mejora y rendición de cuentas.

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Toward a taxonomy of essential evaluator competencies

Cited by 48 publications

References 13 publications

Culture and influence in multisite evaluation

Culture and influence in multisite evaluation

Community-Based Research (CBR) in the Education Doctorate: Lessons Learned and Promising Practices

Constructionism, postmodernism and evaluation theory. The strategic function of evaluation

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