Accreditation, Certification, and Credentialing : New Directions for Evaluation, Number 145.

Intro -- Accreditation, Certification, and Credentialing: Relevant Concerns for U.S. Evaluators -- CONTENTS -- EDITORS' NOTES -- Reference -- 1 The Inexorable Historical Press of the Developing Evaluation Profession -- Relevant History -- How the Past Informs Us-Emergent Themes -- How the Past Informs Us-Discussion -- Evolution in Ideas of Evaluation as a Field With More Sophisticated Practice -- Expanded Body of Literature -- Single Large Professional Society With Affiliated Local Associations -- Growth in That Professional Society -- Diversification in Members and Changed Preparation Options -- Canada's Credentialing Process -- Closing Note -- References -- 2 Competencies for Program Evaluators in Light of Adaptive Action: What? So What? Now What? -- Definitions, Distinctions, and Intersections Regarding Competencies -- What? What Is the Current Status of Competencies for Program Evaluators? -- Theory -- Practice -- So What? What Are the Implications of the Current Competencies Situation? -- Theory -- Practice -- Now What? Where Might the Field of Program Evaluation Go From Here? -- Practical Considerations -- Theoretical Considerations -- References -- 3 The State of Preparing Evaluators -- What Do We Need to Know to Be an Evaluator? -- Evaluation Education Over Time -- An Evolving Definition of "Program" -- Where Might Would-Be Evaluators Receive Preparation? -- University Programs -- Professional Development Workshops -- Webinar -- On-Site Training Opportunities -- Program Delivery: In-Person, Distance, and Blended -- In-Person -- Distance -- Blended -- Our Current Questions About Evaluation Education Programs -- New Directions for Research on Evaluation Education Programs -- References -- 4 How Does Accreditation Fit Into the Picture? -- Background: Concepts, Principles, and Intended Benefits of Accreditation.

Professionalization at a Glance: Key Terms and Concepts -- The Basic Accreditation Process -- Intended Benefits of Accreditation -- Experiences in Initiating and Launching Accreditation: Examples From the Fields of Business, Accounting, and Human Resource Development -- Business Management -- Accounting -- Human Resource Development -- Critical Perspectives on Accreditation: Applying Institutionalist and Critical Theory Lenses -- Institutionalist Forces: Professional Parameters and the Search for Legitimacy -- Critical Theory: Who Makes the Rules and Enforces Them? -- Concluding Thoughts -- Notes -- References -- 5 Credentialed Evaluator Designation Program, the Canadian Experience -- Practice-Based Membership -- Laying the Foundations to Become a Profession -- Canadian Debate on Professionalizing Evaluation Practice -- Competencies-Based Professional Designations Program -- Administration of the Professional Designations Program -- CES Credentialing Board -- Professional Learning Requirements for Credentialed Evaluators -- Challenges, Collaborations, Continuum-Learning as We Go -- Some Lessons Learned -- References -- 6 Evaluator Certification and Credentialing Revisited: A Survey of American Evaluation Association Members in the United States -- Survey Structure -- Results -- Conclusions -- References -- 7 Accreditation, Certification, Credentialing: Does It Help? -- Certification, Credentialing, and Accreditation in Evaluation -- Certification, Credentialing, and Accreditation Outside of Evaluation -- Conclusions -- Note -- References -- INDEX -- Order Form -- EULA.

This is the 145th issue in the New Directions for Evaluation series from Jossey-Bass. It is an official publication of the American Evaluation Association.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.