An Exploration of the Canadian Professional Designations Project and Its Implications for Educational Evaluation in Taiwan
In the past few decades, the field of evaluation has moved toward a more professional stance and especially so in the West. For example, in 2009, Canadian Evaluation Society (CES) developed a credentialing system and the so-called professional designations for evaluators. This has caused a lot of debate, and a consensus on doing this has not been reached in many other countries. What CES did is regarded as a significant milestone in the field and could be instructive for the Asia-Pacific area. To that end, this study conducted interviews and document analyses to look at the feasibility of such a system. What was the value of professional designations, how did CES plan and implement the system, what problems were encountered, and what solutions were used? A complete set of results were provided along with a discussion of what they might mean for evaluation in Taiwan. The main implications were: 1. a credentialing system is designed better when it is supported by most people, especially in the early stages, 2. the planning process should be open with multiple stakeholders' involvement, 3. contextual and cultural factors should be taken into consideration when constructing a framework of competencies for evaluators in Taiwan, and 4. proper governmental involvement is desirable when relevant policies for improving the quality of evaluators are implemented.
|關鍵詞||加拿大評鑑人員資格認證機制、教育評鑑、評鑑專業化、認證制度、credentialing system、professional designation project in Canada、professionalization in evaluation|