Khalil Bitar, F. Hoosen, Bianca Montrosse-Moorhead, Qudratullah Jahid
In the face of unprecedented and ever‐changing challenges at the local, national, and global levels, evaluation must change too. Our old ways no longer serve us or the field's social, economic, political, and humanitarian betterment aims. Taking these aims seriously means much must change, including how we educate and train. In this article, we lay out a vision for what must happen within evaluator education and training and examples of how a transformative frame can be successfully integrated. With the great challenges our countries and societies face, we revisit three fundamental questions: what do evaluator education and training ‘done well’ mean? What should such education and training look like? Who should lead it?
{"title":"The youth transformative participatory evaluator education and training approach: The EvalYouth experience","authors":"Khalil Bitar, F. Hoosen, Bianca Montrosse-Moorhead, Qudratullah Jahid","doi":"10.1002/ev.20547","DOIUrl":"https://doi.org/10.1002/ev.20547","url":null,"abstract":"In the face of unprecedented and ever‐changing challenges at the local, national, and global levels, evaluation must change too. Our old ways no longer serve us or the field's social, economic, political, and humanitarian betterment aims. Taking these aims seriously means much must change, including how we educate and train. In this article, we lay out a vision for what must happen within evaluator education and training and examples of how a transformative frame can be successfully integrated. With the great challenges our countries and societies face, we revisit three fundamental questions: what do evaluator education and training ‘done well’ mean? What should such education and training look like? Who should lead it?","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47036079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Claudia M. Triana, A. Bowman, N. Bowman, Ja’Dell Davis, Jacquie Forbes, R. Fuller, A. Good, Anthony Hernandez, T. Hook, M. Reeves, Yasmin Rodriguez-Escutia, Hazel Symonette, K. Westaby, T. Williams
This chapter presents a call to action grounded in a graduate student clinical program at the Wisconsin Center for Education Research (WCER) at the University of Wisconsin‐Madison. The WCER Clinical Program (wcerclinicalprogram.org) creates a reciprocal space where graduate students and community‐based partners develop and practice connections between research, evaluation, practice, and policy through applied projects in the community, in real time, in real contexts, and with real impact. The Evaluation Clinic evolved from two primary needs: systematic and applied learning in Culturally Responsive and Equitable Evaluation (CREE) for graduate students in the School of Education; and accessible, high‐quality evaluation from WCER for local community‐based partners. Our ultimate vision is that people and organizations have the capacity to critically reflect on and mobilize knowledge to support equitable opportunities and outcomes.
{"title":"Creating collaborative spaces to practice praxis","authors":"Claudia M. Triana, A. Bowman, N. Bowman, Ja’Dell Davis, Jacquie Forbes, R. Fuller, A. Good, Anthony Hernandez, T. Hook, M. Reeves, Yasmin Rodriguez-Escutia, Hazel Symonette, K. Westaby, T. Williams","doi":"10.1002/ev.20533","DOIUrl":"https://doi.org/10.1002/ev.20533","url":null,"abstract":"This chapter presents a call to action grounded in a graduate student clinical program at the Wisconsin Center for Education Research (WCER) at the University of Wisconsin‐Madison. The WCER Clinical Program (wcerclinicalprogram.org) creates a reciprocal space where graduate students and community‐based partners develop and practice connections between research, evaluation, practice, and policy through applied projects in the community, in real time, in real contexts, and with real impact. The Evaluation Clinic evolved from two primary needs: systematic and applied learning in Culturally Responsive and Equitable Evaluation (CREE) for graduate students in the School of Education; and accessible, high‐quality evaluation from WCER for local community‐based partners. Our ultimate vision is that people and organizations have the capacity to critically reflect on and mobilize knowledge to support equitable opportunities and outcomes.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47024203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this chapter, we reflect upon the historical context and intersection of kinship and its relationality to Indigenous evaluators and their path to the evaluation profession. Indigenous evaluators with Indigenous lens perspectives are crucial to the field of evaluation. Our ability to ensure the success of current and future Indigenous evaluators requires that we reflect and examine both evaluation and Indigenous experience through an Indigenous lens. Our narrative concludes with suggestions that we move past the status quo of evaluation learning and teaching and embrace the concept of kinship as a component of addressing this complex and challenging issue within the field of evaluation.
{"title":"Kinship pathways: Nurturing and sustaining resilient, responsible, and respected indigenous evaluators","authors":"Carolee Dodge Francis, N. Bowman, Sutton King","doi":"10.1002/ev.20537","DOIUrl":"https://doi.org/10.1002/ev.20537","url":null,"abstract":"In this chapter, we reflect upon the historical context and intersection of kinship and its relationality to Indigenous evaluators and their path to the evaluation profession. Indigenous evaluators with Indigenous lens perspectives are crucial to the field of evaluation. Our ability to ensure the success of current and future Indigenous evaluators requires that we reflect and examine both evaluation and Indigenous experience through an Indigenous lens. Our narrative concludes with suggestions that we move past the status quo of evaluation learning and teaching and embrace the concept of kinship as a component of addressing this complex and challenging issue within the field of evaluation.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47227244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this chapter, we reflect on the aims and gaps of this volume and the positionality of the co‐editors and contributors. We invite readers to consider how education and training for evaluators are or should be conceptualized and actualized, and detail future areas for consideration and attention.
{"title":"The evaluator and evaluation: Critical considerations for the future of education and training","authors":"L. Neubauer, J. LaVelle, A. Boyce, T. Archibald","doi":"10.1002/ev.20549","DOIUrl":"https://doi.org/10.1002/ev.20549","url":null,"abstract":"In this chapter, we reflect on the aims and gaps of this volume and the positionality of the co‐editors and contributors. We invite readers to consider how education and training for evaluators are or should be conceptualized and actualized, and detail future areas for consideration and attention.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47886118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter describes the importance of evaluator education and some of the different ways in which evaluators can learn about the field.It discusses a historic perspective on evaluator education alongside its recent developments, and describes areas where further discussion is needed, including critical adult education, universal design for learning, and explicitly linking evaluator education with contemporary and anticipated future needs. It concludes by asking “what should evaluator education look like in the future?”
{"title":"Setting the stage for critically defined and responsive evaluator education and training","authors":"J. LaVelle, L. Neubauer, A. Boyce, T. Archibald","doi":"10.1002/ev.20542","DOIUrl":"https://doi.org/10.1002/ev.20542","url":null,"abstract":"This chapter describes the importance of evaluator education and some of the different ways in which evaluators can learn about the field.It discusses a historic perspective on evaluator education alongside its recent developments, and describes areas where further discussion is needed, including critical adult education, universal design for learning, and explicitly linking evaluator education with contemporary and anticipated future needs. It concludes by asking “what should evaluator education look like in the future?”","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44678026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Clear and effective communication is a critical component of any evaluation design. An aspect of communication that is often overlooked is understanding a community's preferred language(s). This is a result of a power‐based system that operates under a dominant language and cultural structure. When language preferences are not appropriately addressed in evaluation design and implementation, the effect is the intentional or unintentional exclusion of groups of people affected by the very programs whose impact we seek to understand. This requires deeper engagement and continual commitment from evaluation teams to fully integrate language equity throughout an evaluation, from initial development to dissemination, to ensure activities maintain cultural equivalence and integrity surrounding language complexity. Authors propose actionable strategies evaluators can apply to assess and address language needs in evaluation design and implementation.
{"title":"Preparing the 21st century evaluator for language equity: Towards a language equity centered evaluation practice","authors":"G. Robles-Schrader, D. Lemos","doi":"10.1002/ev.20548","DOIUrl":"https://doi.org/10.1002/ev.20548","url":null,"abstract":"Clear and effective communication is a critical component of any evaluation design. An aspect of communication that is often overlooked is understanding a community's preferred language(s). This is a result of a power‐based system that operates under a dominant language and cultural structure. When language preferences are not appropriately addressed in evaluation design and implementation, the effect is the intentional or unintentional exclusion of groups of people affected by the very programs whose impact we seek to understand. This requires deeper engagement and continual commitment from evaluation teams to fully integrate language equity throughout an evaluation, from initial development to dissemination, to ensure activities maintain cultural equivalence and integrity surrounding language complexity. Authors propose actionable strategies evaluators can apply to assess and address language needs in evaluation design and implementation.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42786801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Undergraduate education is not typically considered an appropriate space for educating future evaluators. In this chapter, we challenge this assumption by explaining how one such program, the academic certificate in Community‐Based Assessment and Evaluation (CBAE), has produced multiple cohorts of well‐trained students. We describe the impetus for starting CBAE, its philosophical orientation and curricular requirements, our available resources, and the challenges we faced in ensuring its successful implementation. Through dogged determination and a commitment to our students and our surrounding communities, CBAE has emerged as a legitimate training ground for aspiring evaluators and an essential element to our institution's commitment to serving Mexican American students. We hope that reading our story will open educators to the idea that undergraduates are capable of achieving competence and that local communities benefit from the next generation of culturally responsive evaluators.
{"title":"Undergraduate certificate in community‐based assessment and evaluation","authors":"R. Sperling, Jessica Márquez‐Muñoz","doi":"10.1002/ev.20535","DOIUrl":"https://doi.org/10.1002/ev.20535","url":null,"abstract":"Undergraduate education is not typically considered an appropriate space for educating future evaluators. In this chapter, we challenge this assumption by explaining how one such program, the academic certificate in Community‐Based Assessment and Evaluation (CBAE), has produced multiple cohorts of well‐trained students. We describe the impetus for starting CBAE, its philosophical orientation and curricular requirements, our available resources, and the challenges we faced in ensuring its successful implementation. Through dogged determination and a commitment to our students and our surrounding communities, CBAE has emerged as a legitimate training ground for aspiring evaluators and an essential element to our institution's commitment to serving Mexican American students. We hope that reading our story will open educators to the idea that undergraduates are capable of achieving competence and that local communities benefit from the next generation of culturally responsive evaluators.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45163129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter discusses the relevance and role of structural racism and equity, critical race theory, and social justice perspectives in evaluation. We also suggest opportunities for formally educating the next generation of evaluators about ways to identify and address these topics in practice. One of the ways our field can remediate a long history of relegating the importance of these topics is by revamping evaluator training with expanded pedagogy that includes self‐reflection about positionality, and experiential activities aimed at cultivating evaluators who are better equipped to address pressing justice, disparity, and social and public health issues in contemporary global evaluation practice.
{"title":"Integrating theory and research on structural racism and social justice into evaluator preparation","authors":"J. Villalobos, Katrina L. Bledsoe, S. Donaldson","doi":"10.1002/ev.20534","DOIUrl":"https://doi.org/10.1002/ev.20534","url":null,"abstract":"This chapter discusses the relevance and role of structural racism and equity, critical race theory, and social justice perspectives in evaluation. We also suggest opportunities for formally educating the next generation of evaluators about ways to identify and address these topics in practice. One of the ways our field can remediate a long history of relegating the importance of these topics is by revamping evaluator training with expanded pedagogy that includes self‐reflection about positionality, and experiential activities aimed at cultivating evaluators who are better equipped to address pressing justice, disparity, and social and public health issues in contemporary global evaluation practice.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45779438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aileen Reid, A. Boyce, Joy Alcantara Chuquiruna, Omodolapo Somo-Aina, Caraline S Malloy, Sara Stephenson
The next generation of evaluators must be trained and mentored in high‐quality technical, strengths‐based, interpersonal, contextual, social justice‐oriented, and values‐engaged evaluation. In this chapter, we present a non‐course‐based, real‐world‐focused, adaptable training model for anyone working with novice evaluators. In creating this model, we have drawn from our multiple identities—educator, faculty, graduate student, first‐generation, woman, Black, Latina, white, United States Citizen, immigrant, wife, mother, advocate, and change agent—and from our experiences, previous research on evaluation, culturally responsive evaluation approaches, higher education literature, and personal reflections. We outline our values‐engaged, educative training model and discuss its three key components. We conclude with thoughts about what evaluator education could and should become.
{"title":"A values‐engaged, educative training model for novice evaluators","authors":"Aileen Reid, A. Boyce, Joy Alcantara Chuquiruna, Omodolapo Somo-Aina, Caraline S Malloy, Sara Stephenson","doi":"10.1002/ev.20544","DOIUrl":"https://doi.org/10.1002/ev.20544","url":null,"abstract":"The next generation of evaluators must be trained and mentored in high‐quality technical, strengths‐based, interpersonal, contextual, social justice‐oriented, and values‐engaged evaluation. In this chapter, we present a non‐course‐based, real‐world‐focused, adaptable training model for anyone working with novice evaluators. In creating this model, we have drawn from our multiple identities—educator, faculty, graduate student, first‐generation, woman, Black, Latina, white, United States Citizen, immigrant, wife, mother, advocate, and change agent—and from our experiences, previous research on evaluation, culturally responsive evaluation approaches, higher education literature, and personal reflections. We outline our values‐engaged, educative training model and discuss its three key components. We conclude with thoughts about what evaluator education could and should become.","PeriodicalId":35250,"journal":{"name":"New Directions for Evaluation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42646754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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