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Related Experiment Video

Updated: May 24, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Essential competencies for program evaluators in a diverse cultural context.

Yi-Fang Lee¹, James W Altschuld, Lung-Sheng Lee

¹National Taiwan Normal University, 162 HePing East Road Section 1, Taipei, Taiwan. yifanglee2@yahoo.com.tw

Evaluation and Program Planning

|March 7, 2012

Summary

This summary is machine-generated.

Essential evaluator competencies were tested in Taiwan. While most fit, unique competencies emerged, impacting the professionalization of evaluation in the region.

Related Experiment Videos

Last Updated: May 24, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

Evaluation Theory
Cross-Cultural Studies
Professionalization of Evaluation

Background:

Essential evaluator competencies were previously identified by Stevahn, King, Ghere, and Minnema (2005).
The generalizability of these competencies to diverse cultural contexts, specifically Taiwan, remains underexplored.

Purpose of the Study:

To examine the applicability of established evaluator competencies within an Asian (Taiwan) context.
To identify any unique competencies relevant to evaluation practice in Taiwan.
To inform the professionalization of evaluation in Taiwan.

Main Methods:

A fuzzy Delphi survey methodology was employed.
Two iterative rounds of data collection were conducted.
Data were gathered from a panel of 12 experts in evaluation.

Main Results:

Most previously identified evaluator competencies were found to be applicable in the Taiwanese context.
Several unique competencies, specific to the Taiwanese evaluation landscape, were identified.
The findings provide a detailed set of results regarding competency generalizability.

Conclusions:

Established evaluator competencies largely generalize to Taiwan, but cultural nuances necessitate unique additions.
The identified unique competencies are crucial for advancing the professionalization of evaluation in Taiwan.
These findings offer significant implications for evaluation training and practice in Taiwan.