Assessing competency-based evaluation course impacts: A mixed methods case study |
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| Institution: | 1. University of Alberta, Department of Educational Psychology, Education North – Room 6-110, 116 St. and 85 Ave., Edmonton, Alberta, T6G 2R3, Canada;2. Faculty of Education, Duncan McArthur Hall, 511 Union Street, Queen’s University, Kingston, ON, K7M 5R7, Canada;1. Texas A&M University, College of Education and Human Development, Department of Health and Kinesiology, MS 4243, College Station, TX 77843-4243, United States;2. Baylor University, College of Health and Human Sciences, Department of Health, Human Performance, and Recreation, One Bear Place #97343, Waco, TX 76798, United States;3. Baylor University, Division of Student Life, One Bear Place #97016, Waco, TX 76798, United States;1. Department of Agricultural Education and Communication at the University of Florida, 213 Rolfs Hall, PO Box 110540, 32611, Gainesville, FL, United States;2. University of Florida. 218 Rolfs Hall, PO Box 110540, 32611 Gainesville, FL, United States;3. University of Florida. 3028B McCarty Hall D, University of Florida, Gainesville, FL 32611, United States;4. University of Florida. 113C Bryant Hall, PO Box 112060, Gainesville, FL 32611, United States;1. University of Quebec in Montreal, Department of Specialized Education and Formation, Canada;2. School Environments Research Group, Canada;3. University of Montreal, School of Psychoeducation, Canada;4. University of Minnesota Twin Cities, Department of School Psychology, United States |
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| Abstract: | The contexts in which evaluators develop and apply their expertise are increasingly complex; evaluator education needs to provide robust opportunities to support and assess the progressive, lifelong development of relevant knowledge and skills. This mixed methods case study begins to address the dearth of empirical evidence assessing the impacts and learner experiences of competency-based approaches to evaluator education. A decade-in-the-making doctoral evaluation course based on the Canadian Evaluation Society’s Competencies for Canadian Evaluation Practice created an opportune study setting. We applied a systems perspective to Stufflebeam’s Context, Input, Process, and Product (CIPP) model to frame the case study analysis and presentation of the complex impacts generated by pre/post course competency self-assessments and reflections, integrated with an end-of-course focus group. Seven insights shed new light on the effective course design and implementation features for developing intended and unintended evaluator competencies. We conclude with a discussion of the theoretical, practical, and methodological implications for effective competency-based evaluator education.- •Keywords: Case study; Competency-based approach; Evaluator education; Mixed methods research
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| Keywords: | Case study Competency-based approach Evaluator education Mixed methods research |
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