Application of an organizational evaluation capacity self-assessment instrument to different organizations: Similarities and lessons learned

2015 ◽  
Vol 50 ◽  
pp. 47-55 ◽  
Author(s):  
Isabelle Bourgeois ◽  
Jane Whynot ◽  
Étienne Thériault
Keyword(s):  
Lessons Learned ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Evaluation Capacity ◽  
Organizational Evaluation

scholarly journals Building Evaluation Capacity in Youth-Serving Organizations Through Evaluation Advisory Boards

2021 ◽  
Vol 16 (4) ◽  
pp. 52-69
Author(s):  
Barry A. Garst ◽  
James Pann ◽  
Tiffany Berry ◽  
Gretchen Biesecker ◽  
Jason Spector ◽  
...  
Keyword(s):  
Youth Development ◽  
Low Cost ◽  
Efficient Solutions ◽  
Lessons Learned ◽  
After School ◽  
Data Systems ◽  
Evaluation Capacity ◽  
Organizational Evaluation ◽  
Advisory Boards ◽  
Internal Evaluators

Youth-serving organizations seek effective and cost-efficient solutions to build evidence and advance their impact. Some common challenges include choosing data systems or assessments, budgeting and planning for 3rd-party studies, and refining measurement and outcomes when programs expand or change. Evaluation advisory boards (EABs) are a low-cost solution to add evaluation capacity and can be mutually beneficial to both youth-serving organizations and evaluation experts. Previous research suggests that EABs may encourage meaningful use of data, support internal evaluators, and/or facilitate difficult conversations among stakeholders. However, there are very few examples of successful EABs in practice. This paper shares the perspectives of EAB members and organizational evaluation leaders from a large national after-school program, After-School All-Stars (ASAS), including (a) a description of the benefits of EABs, (b) how EABs may be especially helpful with the context of the COVID-19 pandemic, and (c) examples of youth-serving organizations’ EABs. The experiences and lessons learned by ASAS and its EAB are generalizable to other non-profit youth development programs. Recommendations for structuring EABs based on organizational goals are provided.

scholarly journals Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

2018 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Malte Gregorzewski ◽  
Michael Schratz ◽  
Christian Wiesner
Keyword(s):  
Professional Development ◽  
Lived Experience ◽  
School Leadership ◽  
Assessment Tool ◽  
Educational Leaders ◽  
Assessment Instrument ◽  
Leadership Academy ◽  
Self Assessment ◽  
Transformative Power ◽  
Personal Mastery

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

Toward an Evidence-Based Approach to Building Evaluation Capacity

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Btissam El Hassar ◽  
Cheryl Poth ◽  
Rebecca Gokiert ◽  
Okan Bulut
Keyword(s):  
Structural Equation ◽  
Assessment Tool ◽  
Evidence Based ◽  
Validity Evidence ◽  
Factor Analyses ◽  
Future Directions ◽  
Evaluation Capacity ◽  
Organizational Evaluation ◽  
Equation Modelling ◽  
Valid Evidence

Organizations are required to evaluate their programs for both learning and accountability purposes, which has increased the need to build their internal evaluation capacity. A remaining challenge is access to tools that lead to valid evidence supporting internal capacity development. The authors share practical insights from the development and use of the Evaluation Capacity Needs Assessment tool and framework and implications for using its data to make concrete decisions within Canadian contexts. The article refers to validity evidence generated from factor analyses and structural equation modelling and describes how applying the framework can be used to identify individual and organizational evaluation capac­ity strengths and gaps, concluding with practice considerations and future directions for this work.  

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