Developing Systematic Inquiry Skills as a Novice Evaluators

Session Number: 2561
Track: Graduate Student and New Evaluators
Session Type: Poster
First Author or Discussion Group Leader: Adeyemo Adetogun, UNCG [Graduate Assistant - University of North Carolina Greensboro]
Second Author or Discussion Group Leader: Cherie Avent [University of North Carolina Greensboro]
Third Author or Discussion Group Leader: Alexandra Martin
Fourth Author or Discussion Group Leader: Julianne Zemaitis [Graduate Student/Assistant - University of North Carolina at Greensboro]
Time: Oct 26, 2016 (07:00 PM - 09:00 PM)
Room: Poster 86

Audience Level: All Audiences

Session Abstract: 

Previous literature proposes six evaluator competencies for focusing professional development (i.e., Professional Practice, Systematic Inquiry, Situational Analysis, Project Management, Reflective Practice, and Interpersonal Competence). While all six are integral parts of the evaluation process, as new graduate student evaluators in a M.S./PhD program, the purpose of our poster is to describe how systematic inquiry is employed and practical skills are developed by novice evaluators. Drawing upon training from evaluation theory and applied semi-structured evaluation courses, novice evaluators will use weekly reflections documenting their fieldwork and skill development to compare and contrast their experiences within the framework of Systematic Inquiry and its components as described by Stevahn, King, Ghere, & Minnema (2005). We shall also identify what conditions promote or obstruct the use of this competency when conducting an evaluation.