AES PROFESSIONAL LEARNING COMMITTEE

DAVID EARLE MARGARET MACDONALD

RITA PERKINSPAUL CHESTERTON

RICK CUMMINGS

Core Knowledge and Skills for Evaluators

Context and Purpose

Identify core competencies for evaluators around which training and practice standards can be built to support: AES accredited core training program Possible AES accreditation scheme Australasian-specific Professional Evaluation

Standards

Build on existing work from the CES, anzea, and AEA

Competencies forCanadian Evaluation Practice

Reflective Practice competencies focus on the fundamental norms and values underlying evaluation practice and awareness of one’s evaluation expertise and needs for growth.

Technical Practice competencies focus on the specialized aspects of evaluation, such as design, data collection, analysis, interpretation and reporting.

Situational Practice competencies focus on the application of evaluative thinking in analyzing and attending to the unique interests, issues, and contextual circumstances in which evaluation skills are being applied.

Management Practice competencies focus on the process of managing a project/evaluation, such as budgeting, coordinating resources and supervising.

Interpersonal Practice competencies focus on people skills, such as communication, negotiation, conflict resolution, collaboration, and diversity.

Evaluator Competencies for Aotearoa New Zealand

Contextual analysis and engagement

Systematic evaluative inquiry

Evaluation project management and professional practice

Reflective practice and professional development

AEA Approach (Jean King et al)

Feedback on Competencies for the AES

 

What are the overarching categories/domains that would best suit the AES?

    

Should cultural aspects be included in the competencies and if so, how?

     

What other issues do you think the Professional Learning Committee should explore in developing a set of evaluator competencies?