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Professionalization of evaluation

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Title: Folie 1 Author. Last modified by: Jan Hense Created Date: 7/21/2003 12:00:07 PM Document presentation format: Bildschirmpr sentation Company – PowerPoint PPT presentation

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Title: Professionalization of evaluation


1
Professionalization of evaluation recent
activities within DeGEval
  • Dr. Jan Ulrich HenseDepartment Psychologie,
    Empirische Pädagogik und Pädagogische
    Psychologiejan.hense_at_psy.lmu.de
  • Jahreskongress SEVAL 2012, Workshop 2 Freitag,
    7. September 2012Université de Fribourg

2
  • (1) Some comments and questions on the
    professionalization of evaluation

3
  • Two uses of professional
  • Referring to a job or designation (a
    professional painter)
  • Is evaluation developing into a full-blown
    profession?
  • Referring to performance on a task (a
    professional repair)
  • How to carry out evaluations professionally?

4
Evaluators?
  • (Mieg, 2010, p. 16)

5
  • Two Classes of Professions (Mieg, 2010)
  • Care and relationship orientation
  • Clients or patients trust professionals
    expertise and integrity
  • Readiness to work cost free in emergency
    situation
  • e.g. Doctors, Lawyers, Psychotherapists
  • Market orientation
  • Price competition
  • Income orientation
  • e.g. Engineers, Consultants

6
  • Professionalization as regulation of autonomy
  • Definition of education and training demands
  • Control of market entry
  • Determination of fees and charges
  • Monopoly of performance evaluation

(Mieg, 2010)
7
  • Conditions for the development of a new
    profession
  • Combination of
  • a problem relevant for society and
  • knowledge on how to explain and deal with the
    problem
  • Relation to central values of society (e.g.
    health, justice)
  • (Mostly) academic education and training
  • Professional societies

(Mieg, 2003)
8
  • Phases of development of a profession (Wilensky,
    1964)
  • Some are working in a new area (mostly) full time
  • Education and training programs are developed
  • Professional societies emerge
  • Shaping profile by delegating lower tasks
  • Conflict between established and graduates of new
    training programs
  • Competition with neighboring professions
  • Professional Codes und Standards
  • Move to formal closure
  • Rules and conditions for working in the new
    profession
  • Protection of designation
  • Declaring non licensed work illegal

9
  • (2) Recent DeGEval activities in the context of
    professionalisation
  • Competencies for evaluators
  • Didactics of Evaluation
  • Further projects and plans

10
  1. Competencies for evaluators

11
  • Why develop "Recommendations on Education and
    Training in Evaluation"?
  • Growing demand for evaluation services
  • Lack of qualified personnel
  • Lack of a professional profile
  • Guidelines as contribution to the
    professionalization of evaluation

12
  • A bit of history...
  • 2004 First German edition
  • Authors A. Caspari, M. Hennen, D. Scheffler, U.
    Schmidt O. Schwab
  • Published by the DeGEVal working group
    "Education and Training in Evaluation
  • 2008 English translation

download/order on www.degeval.de
13
  • Goals and intended uses
  • Standards for
  • Training programmes
  • Direction for programme developers and teachers
  • Evaluation of existing programmes
  • Assessing evaluators
  • Choice of an evaluator by clients
  • Self-evaluation of evaluators

14
  • "A competency is more than just knowledge and
    skills. It involves the ability to meet complex
    demands, by drawing on and mobilising
    psychosocial resources (including skills and
    attitudes) in a particular context."
  • (OECD/OCDE DeSeCo-Project)
  • Which knowledge, skills and attitudes are needed
    for conducting professional evaluations?

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21
  • Development of the recommendations
  • Theoretical approach
  • Based on DeGEval standards of evaluation
  • Practical procedure
  • Expert panel
  • Feedback cycles from DeGEval members
  • Officially adopted by DeGEval conference

22
  • Who uses the guidelines?
  • Usage in advanced study programmes
  • Berne ?
  • Saarbrücken ?
  • Bonn ?
  • Further education courses ?
  • Evaluation courses within domain-specific
    curricula ?

23
Coverage of competencies in psychology diploma
programmes
Soellner, R., Hapkemeyer, J. Scheibner, N.
(2010). Evaluationsausbildung in der Psychologie
eine Bestandsaufnahme. Zeitschrift für
Evaluation, 9 (2), 297-308.
24
  • Need for revision (to be discussed)
  • Concept of competencies (KSA)
  • Field-specific interpretation and differentiation
  • Elaboration of methodological competencies
  • Compatibility with international models of
    evaluator competencies, e.g.
  • King et al. (2001 2005) Mertens (1994)
  • Zorzi, McGuire Perrin (2002)
  • Russ-Eft et al. (2008)

25
  • 2. Didactics of Evaluation

26
http//www.degeval.de/arbeitskreise/aus-und-weite
rbildung-in-der-evaluation/publikationen-und-prod
ukte
27
  • Why didactics of Evaluation?
  • Competency profiles
  • Contents and learning goals of training
    programmes
  • ? What to teach
  • Didactics of evaluation
  • Practical guidelines for teachers and trainers
  • ? How to teach

28
  • Goals
  • Provide guidance for
  • training and education programmes
  • courses in evaluation
  • self-learning materials (textbooks etc.)
  • Based on current state of theories on learning
    and instruction
  • Supplement existing recommendations on competency
    profiles

29
  • 0 Executive Summary
  • Introduction
  • Learning contents and goals Competence profiles
    for evaluators
  • Programmes
  • Types of programmes and target groups
  • Didactical foundation
  • Learning and teaching methods
  • Requirements for teachers/trainers
  • Outlook

CondensedCookbook guidelines
30
  • Important Messages
  • Cover whole range of competencies (KSA)
  • Apply a mix of construction and instruction
  • Emphasize active, self-directed learning
  • Allow for learners own practical experiences
  • Provide instructional support
  • Embed all contents in authentic evaluation
    contexts
  • Match method and learning goals
  • Adapt to learners individual needs and
    preconditions

31
  • Examples
  • Chocolate cookie exercise
  • Exercise on the logic of evaluation
  • Reflection exercise An evaluator is like a ...
  • Discuss different evaluator roles and
    responsibilities
  • Role play stakeholder resistance
  • Awareness for possible sources of resistance to
    evaluation

32
  • 3. Further projects and plans

33
Future projects
  • Other topics and activities of the DeGEval
    working group Education and Training in
    Evaluation
  • Overview of training courses and seminars
    (online-database)
  • Textbook overview and review
  • Evaluation capacity building
  • Certification and credentialing of evaluators

34
Future projects
  • Overall DeGEval efforts
  • Work group on ethics in evaluation (ethical
    codes)
  • Revision of evaluation standards (until 2014)

35
  • Thank you for your interest!
  • contactjan.hense_at_psy.lmu.de
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