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Building Evaluation Capacity Among Community and Health Sector Workers in New Zealand
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| Presenter(s):
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| Pauline Dickinson, Massey University, p.m.dickinson@massey.ac.nz
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| Jeffery Adams, Massey University, j.b.adams@massey.ac.nz
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| Abstract:
The funders of community-based initiatives are increasingly emphasizing the importance of evaluation to enhance the effectiveness of programs/projects. While much evaluation is professional and external, there are expectations that workers in organizations will undertake evaluation of their programs/projects. However, one impediment is the limited understanding of evaluation among workers. We describe an initiative from New Zealand which aims to increase evaluation capacity through training courses, support to individual workers and to community organizations. We report on process and outcomes evaluation findings of a core part of the intervention (3-day Easy Evaluation course), as well as on formative issues that underpin the design of the workshops and the wider capacity-building intervention. Case studies illustrate the impact of the intervention. Overall, our assessment is that while the training is successful in building knowledge and confidence, building personal capacity alone is not sufficient to enable workers complete evaluations of their programs/projects.
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Training Critical Consumers: Reframing an Introduction to Evaluation Course
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| Presenter(s):
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| Vicki Schmitt, University of Alabama, vschmitt@bamaed.ua.edu
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| Aaron Kuntz, University of Alabama, akuntz@bamaed.ua.edu
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| Abstract:
Educational research programs often include some coursework in evaluation, however, these courses tend to be limited to a single-course that provides only a basic introduction to the field of evaluation. Given the limitations associated with the single-course delivery, this paper proposes a 'critical consumers' approach to evaluation training where the focus shifts from training students to become evaluators to educating students to critically engage with the evaluation methods, design, analysis and interpretation they may encounter in the future. Participants are members of an executive education doctorate program, the majority of who work as educational administrators. In these roles, they are often asked to solicit, engage with, and interpret the findings of external evaluations. By helping students learn the skills associated with good evaluative practice as well as the interpretation and implementation of evaluative findings, the goal shifts from training students to become evaluators to students becoming 'critical consumers' of evaluation.
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How to Apply Learning Theories for Designing and Delivering an Effective Evaluation Course?
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| Presenter(s):
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| Koralalage Jayaratne, North Carolina State University, jay_jayaratne@ncsu.edu
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| Abstract:
Preparing graduate students as future evaluators is important for continuous fostering of evaluation profession. This important educational purpose can be achieved if we deliver quality evaluation courses for helping graduate students meet their educational expectations. The quality of evaluation courses depends on the quality of planning and delivering instruction. Planning and delivering instruction are guided by learning theories. This paper discusses learning theories in view of implications for teaching enhancement and presents a framework for designing and delivering effective evaluation courses. This presentation contributes to evaluation practice by integrating teaching theories into evaluation course development. The paper is practically significant for educators who teach evaluation courses.
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Zen and the Art of Evaluation Practice: Reflections From a Novice Evaluator
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| Presenter(s):
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| Judith Sunderman, University of Illinois, jsunderm@illinois.edu
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| Abstract:
This paper explores the process of learning about evaluation practice and the effects of that experience on the novice evaluator. PhD students are normally taught theory and told about reality. Opportunities are often limited to practice thoughtful integration of the two. The University of Illinois at Urbana-Champaign offers a full-scale evaluation practice experience, in a group-oriented evaluation practicum. Following the practicum, I directed my own year-long evaluation project, with faculty supervision. This project gave me the opportunity to apply academic and technical knowledge while practicing nontechnical skills that go beyond theory. Highlights of that experience are presented in an autobiographical account -the diary of a single experience, my own. This paper provides insights on the learning-experiencing cycle and provides unique perspectives for budding evaluators, faculty who want to enhance practical experiences for their students, and experts working with new professionals in the field.
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A Stakeholder-driven Process for Selecting Evaluation Questions
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| Presenter(s):
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| Mark Hansen, University of California Los Angeles, hansen.mark@gmail.com
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| Abstract:
There are innumerable evaluative questions that could be asked concerning any program. Developing a program theory or logic model can help to clarify some of the options by identifying key program activities and intended outcomes. However, stakeholders may still struggle with the task of focusing the evaluation design. The purpose of this paper is to describe a process to help stakeholders identify and prioritize evaluation questions. Central to this process are considerations of utility, perceived importance, and feasibility. An example of the application of this process in the development of an evaluation plan will be provided, along with a discussion of the benefits and limitations of the approach.
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