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Paper

Research on Evaluation

Session: Building Evaluator Capacity and Competencies

Experiencing Capacity-Building: Teaching evaluation through intensive experiential learning

Stream: Evaluation Foundations and Methodology

Friday, October 25, 2024
4:30 PM - 4:45 PM PST
Location: D133-134
Abstract Information: This study explores the impact of a community-engaged experiential evaluation course on the development of evaluator competencies for novice evaluators. Drawing from the Canadian Evaluator Competencies (CES, 2018), Drawing from the Canadian Evaluator Competencies (CES, 2018), our intensive course integrates competency-based education with learning theories, including, adult learning and experiential learning, both of which focus on specific outcomes and promoting individual goal setting, learning, development and demonstration of competency development. Evaluator Competencies (CES, 2018) were selected to guide the course experience and this study, as the institutions involved are two Canadian universities where learners and community partners were all operating within the Canadian context. The purpose of this inquiry was to understand the connection between experiential learning and the development of evaluator competencies for evaluation learners. Competency-based education focuses on evaluation theory and frameworks, as well as the many facets of evaluation practices, processes, theory and application. Through a convergent mixed-methods case study approach (Fetters et al., 2013), we examine two key research questions: (1) Does experiential learning influence the evaluator competencies of novice evaluators? and (2) In what ways are experiential learning opportunities perceived to influence evaluator competencies by novice evaluators? Data sources included 74 novice evaluators: pre-competency (n=74) and post-competency (n=72) self-assessments, student reflections (n= 74), and course feedback forms (n=38). A dual analytical approach was followed, first consisting of inferential statistics and followed by a thematic analysis (Braun & Clarke, 2012). Our study reveals novice evaluators identified considerable improvements in competencies related to Reflective, Technical, and Management Practice, with less pronounced but still notable improvements in Situational and Interpersonal Practice. Additionally, the study emphasizes the alignment of the evaluation course with AEA principles such as Common Good, Equity, and Respect for People, ensuring transparency, understanding of diverse perspectives, and ethical considerations throughout the learning process. Experiential learning emerges as a positive component of CBE in evaluaiton training, enhancing competency performance and skill development for novice evaluators.