Cognitive complexity of evaluator competencies |
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| Affiliation: | 1. Faculty of Nursing, University of Alberta, Edmonton, Alberta, T6G 1C9, Canada;2. Faculty of Medicine and Dentistry, University of Alberta; Faculty of Education and Health Sciences, University of Limerick, Ireland;3. Faculty of Nursing, University of Navarra and IdiSNA, Navarra Institute for Health Research, Spain;1. University of California, Santa Barbara, United States;2. University of Wisconsin-Stout, United States;3. Claremont Graduate University, United States;1. MEASURE Evaluation, Carolina Population Center, University of North Carolina, Chapel Hill, United States;2. Department of Epidemiology, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, United States;3. Department of Maternal and Child Health, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, United States;4. Public Health Leadership Program, Gillings School of Global Public Health, University of North Carolina, Chapel Hill, United States;5. Carolina Health Informatics Program, University of North Carolina, Chapel Hill, United States;1. Department of Computer Science and Engineering (DISI), School of Science, Alma Mater Studiorum – University of Bologna, Mura Anteo Zamboni 7, Bologna, 40126, Italy;2. School of Mechanical Engineering, Faculty of Engineering, Aristotle University of Thessaloniki, P.O. Box 461, Thessaloniki, 54124, Greece;1. Department of Community and Behavioral Health, College of Public Health, University of Iowa, 145 N. Riverside Dr, Iowa City, IA 52245, USA;2. Division of General Pediatrics and Adolescent Health, University of Minnesota Medical School, 717 Delaware St SE, Minneapolis, MN 55414, USA;3. Oregon Health & Science University/ Portland State University School of Public Health, Oregon Health & Science University, 250 NW Franklin Ave., Ste. 302, Bend, 97702, USA;4. College of Education and Human Service Professions, University of Minnesota Duluth, 110 Sports & Health Center, 1216 Ordean Court, Duluth, MN 55812, USA;5. Sanford School of Medicine, School of Health Sciences, 414 E. Clark Street, Vermillion, SD 57069, USA |
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| Abstract: | A critical aspect of evaluator education and professional learning is to educate evaluators who know the major evaluation models and learn how to manage relationships and solve complex problems when conducting, critiquing, developing and interpreting evaluations. The American and Australian Evaluation Associations have specified desired evaluator competencies, although developing a core curriculum for evaluation still seems elusive. It is suggested that these various competencies can be considered in terms of their levels of cognitive complexity.A model of cognitive complexity is utilised to explore the tasks and thinking of evaluators, leading to an important distinction between ‘knowing that’ and ‘knowing how’ in relation to evaluation tasks. As an illustration of this posited relationship, the Australian ‘Evaluators Professional Learning Competencies’ were coded according to their cognitive complexity. Two-thirds of these competencies were classed as ‘knowing that’ or surface thinking, and one third were classified as ‘knowing how’ or deeper thinking. A taxonomy is offered as a method to understand models of learning necessary for evaluator education and training, as well as for further development of professional evaluator competencies. |
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| Keywords: | Evaluation education Evaluation thinking Cognitive complexity Course development Evaluator competencies |
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