Education is critically important for the maintenance and growth of programme evaluation and its emergence as a profession. This position paper presents evaluator education as an initiative and provides a foundation for its evaluation. In it, the authors use Stufflebeam's Context, Input, Process, and Product (CIPP) model to frame a review of the literature and practice. We follow this analysis of the current state of evaluator education in formal settings, with discussion of its implications, and directions for future research and action. Our analysis suggests that there is much work to be done to understand the needs for evaluator education, to delineate standards for quality in both education and practice, to identify the inputs and processes most effective for addressing those needs, and to document its ultimate impacts. The paper provides a call to action for improving the quality, consistency, and integrity of this important work.
|Original language||English (US)|
|Number of pages||11|
|Journal||Evaluation and Program Planning|
|State||Published - Aug 2019|
Bibliographical noteFunding Information:
The authors would like to acknowledge Nan Wehipeihana for her ideas and insights that contributed to this conversation, the members of the International Society for Evaluation Education (ISEE), formed in 2018, whose members provided ongoing conversation and feedback, Laurel Stevahn for facilitating our inaugural ISEE workshop in March, and our reviewers for their in-depth comments and suggestions.
- Evaluation training
- Evaluator competencies
- Evaluator education