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Expanding evaluator competency research: Exploring competencies for program evaluation using the context of
John Diaz1, Anil Kumar Chaudhary2, K S U Jayaratne3
1University of Florida, Department of Agricultural Education and Communication, 1200 N. Park Rd, Plant City, FL, 33563, USA.
Evaluation and Program Planning
|February 10, 2020
Summary
This study identified 36 essential program evaluation competencies for non-formal educators in Cooperative Extension (CE). These findings support evaluation capacity building and professional development for CE professionals.
Area of Science:
- Program Evaluation
- Adult Education
- Extension Education
Background:
- Professionals often use evaluation as part of their job, necessitating context-specific competencies.
- Existing evaluator competency models may not fully apply to these roles.
- Research on essential competencies for non-formal educators in program evaluation is limited.
Purpose of the Study:
- To identify essential program evaluation competencies for non-formal educators in Cooperative Extension (CE).
- To inform evaluation capacity building efforts for CE professionals.
Main Methods:
- A modified three-round Delphi technique was employed.
- Expert panelists from Cooperative Extension participated.
- Competencies were identified and categorized.
Main Results:
- Thirty-six key competencies were identified for CE educators in non-formal educational programming.
- These competencies were mapped to the American Evaluation Association's five competency domains.
- The findings highlight specific needs for evaluation training in this sector.
Conclusions:
- The identified competencies are crucial for effective program evaluation by non-formal educators.
- This research provides a foundation for developing targeted professional development programs.
- It addresses the gap in understanding evaluator competencies in specialized, non-traditional settings.
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