By James W. Altschuld, Molly Engle
This can be the 145th factor within the New instructions for Evaluation sequence from Jossey-Bass. it's an respectable booklet of the yankee assessment organization.
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Please look over the questions that stick with and skim the solutions to people who are of curiosity. Q: What does this handbook do? A: This handbook courses the consumer via designing an evaluate. A: Who can use it? A: someone or excited by comparing expert trammg or inservice education schemes.
Extra info for Accreditation, Certification, and Credentialing: Relevant Concerns for U.S. Evaluators: New Directions for Evaluation, Number 145 (J-B PE Single Issue (Program) Evaluation)
The International Organization for Cooperation in Evaluation is considering organizing a task force on professionalization, evaluator competencies, and certification (D. R. Podems, personal communication, April 29, 2014). The Board of the American Evaluation Association (AEA) voted at its June 2014 meeting to create a task force to consider how AEA might move forward in considering evaluator competencies and other paths to professionalization. This list, while by no means comprehensive (we apologize for the unavoidable omission of many efforts), points to the future of formal uses for evaluator competencies.
First and thankfully, there is initial validity evidence for three of the current sets of competencies. , 2008). 1 summarizes the processes used to generate validity evidence for the three sets, leading to positive validity arguments that support them. 2 contains the common content in five areas across these three taxonomies: professional, technical, situational, management, and interpersonal. While specific competencies may differ and more formal validation may be desirable, the fact that these taxonomies share overarching categories is a form of face validity for them.
Informal use of existing sets of competencies will continue and hopefully benefit those who choose to use them. A related action would be to encourage such use through the creation of informal professional learning communities, both in-person and online, either through professional associations or instructional programs. A third possible action relates to the prescribed use of any of the sets of competencies, which will require formal consideration and decisions of professional associations and/or government agencies wherever they are located.