Download Accreditation, Certification, and Credentialing: Relevant by James W. Altschuld, Molly Engle PDF

By James W. Altschuld, Molly Engle

This can be the 145th factor within the New instructions for Evaluation sequence from Jossey-Bass. it really is an reputable e-book of the yank overview organization.

Show description

Read or Download Accreditation, Certification, and Credentialing: Relevant Concerns for U.S. Evaluators PDF

Best assessment books

Approaches to Teaching (Thinking About Education Series)

This article has been thoroughly revised to reinforce the connections among theories of training and the perform of educating. delivering wealthy descriptions of philosophical and historic conceptions of educating, this variation keeps utilizing the structure of the 3 techniques and case learn dilemmas.

Human Assessment and Cultural Factors

Opposed to the historical past of NATO's Istanbul convention of 1971 (Cronbach and Drenth, 1972), the Kingston convention indicates that fab growth has been made through the neighborhood of cross-cultural psychologists. The development is as a lot within the psychology of the investigators as within the investigations being said.

Talking and Testing: Discourse approaches to the assessment of oral proficiency

This publication brings jointly a set of present examine at the review of oral talent in a moment language. Fourteen chapters specialise in using the language talent interview or LPI to evaluate oral talent. the amount addresses the relevant factor of validity in talent overview: the ways that the language skillability interview is comprehensive via discourse.

Additional info for Accreditation, Certification, and Credentialing: Relevant Concerns for U.S. Evaluators

Sample text

The scope and depth of on-site training is difficult to study empirically (especially with regard to quality and applicability), but it seems likely that some organizations use in-house trainings, possibly alongside other professional development opportunities. Program Delivery: In-Person, Distance, and Blended Much development has taken place in the ways that evaluation educators and learners can interact, and these interactions may be broadly categorized into three groups of experiences: in-person, distance, and blended.

In contrast to other fields that frequently use a formal process like job analysis or a competency study using behavioral event interviews (Spencer & Spencer, 1993) to develop competencies (Wilcox & King, 2014), the team that developed the Essential Competencies for Program Evaluators (ECPE) used a more inductive one detailed in Wilcox (2012). They read previous writing about evaluator competencies, examined evaluation textbooks, reflected on their personal experience in the field, and eventually conducted a multi-attribute utility analysis with a small yet comprehensive snowball sample of local evaluators and evaluation students (King, Stevahn, Ghere, & Minnema, 2001).

Smith, M. F. (1999). Should AEA begin a process for restricting membership in the profession of evaluation? American Journal of Evaluation, 20(3), 521–531. Spencer, L. , & Spencer, S. M. (1993). Competence at work: Models for superior performance. New York, NY: Wiley. , & King, J. A. (2014). What does it take to be an effective qualitative evaluator? Essential competencies. In L. Goodyear, E. Barela, J. Jewiss, & J. ), Qualitative inquiry in evaluation: From theory to practice (pp. 141–166). San Francisco, CA: Jossey-Bass.

Download PDF sample

Rated 4.60 of 5 – based on 44 votes