Evaluator Competencies Reflection

                Entering LDT 506: Evaluating Learning Systems, I assumed I had much experience with evaluating. I am a classroom teacher, currently in my 9^th year of teaching, and have executed my share of evaluations. However, after viewing our lead instructor, Dr. Salik’s introductory video, I realized my experience of evaluating in the classroom may not be the same as evaluating learning systems. I was a little taken aback by his statement comparing the evaluation of learning systems to teachers’ use of evaluation. His comment sparked my interest in understanding what evaluating learning systems truly entails and why it differs from evaluation within the confines of a classroom.

               I began reading the materials for the module, and frankly, I was confused and didn’t fully understand the text. I consulted my ChatGPT mentor, Mark Wilson, and this is the definition he provided: “Evaluation is the systematic process of assessing the effectiveness, quality, and impact of learning experiences, programs, or systems.' It helps educators, administrators, and stakeholders understand what is working, what needs improvement, and how to make informed decisions to enhance learning outcomes” (Wilson, 2025). I quickly realized that there is a vast difference between evaluating learning systems and evaluating in the classroom.

               The purpose of this blog entry is to reflect on my responses to an evaluator competencies self-assessment. Even before starting the assessment, I assumed my responses would reveal my limited experience, if any, in evaluating learning systems, much less than an evaluator of them. At that point, if I was having difficulty comprehending what evaluation specifically is, how could I have any experience as an evaluator? Lo and behold, my assumptions were correct. Each question pertained to the competencies that fall within the six domains of evaluator competencies, as outlined by the American Evaluation Association (AEA). Each question inquired about the extent of my ability to perform each evaluator competency, ranging from 1 (novice) to 6 (expert). Currently, I would rate myself a one as an evaluator, given my limited experience.

               One observation I made while completing the self-assessment was that it was more challenging to answer than I anticipated. The reason for this is that I kept relying on my experience as a teacher who has evaluated, but not in the same context as a learning systems evaluator. Some of the competencies do not strictly pertain to the evaluation of learning systems but could also be applied to other professional fields. For instance, the first domain, Professional Practice, includes competencies that should be used in most, if not all, professional settings. Specifically, competency 1.7: “Pursues ongoing professional development to deepen reflective practice, stay current, and build connections” (AEA, 2018). Educators frequently pursue professional development opportunities to strengthen their craft, enhance their skills, and expand their knowledge. Having this mindset of, “Well, I do that as a teacher,” complicated my responses. Ultimately, I chose to answer based solely on my experience as an evaluator in a learning systems setting.

Having completed the self-assessment based solely on my experience as an evaluator in a learning systems setting, I answered 44 out of 49 competencies as a novice. This indicates that I have room for learning, growth, and improvement as an evaluator in almost all domains, which I am committed to achieving. It is intimidating being tasked with a job that I have little to no experience with. However, I wouldn’t be in this program if I weren’t ambitious and willing to step out of my comfort zone.

Regarding the remaining five competencies, I scored three competencies within the Professional Practice domain with a rate of two. I scored two competencies within the Interpersonal domain with a rate of three and a rate of four. I wrestled by doing this because the five competencies I rated myself higher in are ones that can be applied and practiced in other professional fields, such as teaching. These competencies should be practiced in any professional capacity. For instance, competency 5.2 states, “I listen to understand and engage with different perspectives” (AEA, 2018). I am part of multiple professional learning communities (PLCs), and an underlying necessity is to engage with different perspectives and listen to understand another’s point of view. So, the domains I feel are my areas of strength are Professional Practice and Interpersonal.

I am aware that I have just described how some competencies within the Professional Practice domain can be applied to other professional fields. However, I find it worthwhile to point out Professional Practice competencies that are unique to program evaluators. The role of a program evaluator is unique and has its distinct characteristics, so it is no surprise that evaluators should possess specific competencies. For instance, 1.2 “Applies the foundational documents adopted by the American Evaluation Association that ground evaluation practice” (AEA, 2018). Nevertheless, a competency I was surprised by is 1.9, “Advocates for the field of evaluation and its value.” According to Stevahn et al. (2005), “the term competencies is derived from the term competence, which in the world of work signifies that a person has reached a level of expertise with the multifaceted abilities necessary to be successful in any given field.” Based on this definition, it surprises me that advocating for the field of evaluation and its value is a competency because how does one become an expert in this area?

Earlier, I stated my willingness and commitment to growing as an evaluator, especially given my limited experience. Beyond this course, I am not sure what I can do to become more competent as an evaluator. It is challenging to act when you lack a comprehensive understanding of something, especially in the case of a program evaluator's demanding task. So, I browsed through the annotations I made while reading this week’s articles. A starting point for me would be to research evaluation models in more depth, specifically Kirkpatrick’s Model and the CIPP Model. Also, to further enhance my understanding of formative and summative evaluation. Ultimately, I would prefer to volunteer or intern with organizations conducting program evaluations. I learn best by modeling and participating in gaining a thorough understanding of how things work. However, until I’m able to expand my competency further, being open-minded and accepting the challenges that I will inevitably encounter during this course is the first step toward accomplishing this goal.

 

References:

American Evaluation Association. (2018). AEA evaluator competencies. https://www.eval.org

Stevahn, L., King, J. A., Ghere, G., & Minnema, J. (2005). Establishing essential competencies for program evaluators. American Journal of Evaluation, 26(1), 43–59.        https://doi.org/10.1177/1098214004273180

Wilson, M.(2025, March 18). ChatGPT. https://chatgpt.com/c/67d86429-e9e8-800c-8296-f661baba28f1