LDT 506 Final Self-Assessment


I’ve had the opportunity to step back and reflect on my development as an emerging evaluator. The evaluation proposal and full report I helped create allowed me to build core competencies in real time. After completing the evaluator self-assessment, I would currently rate myself a 4 out of 6 on the evaluator competency scale. I am confident in my growth and knowledge thus far, while still recognizing important areas for improvement. After completing this course I understand evaluation as a systematic, evidence-based process that enhances organizational learning, performance, and change (Russ-Eft & Preskill, 2009)

The self-assessment revealed that I’m especially strong in identifying evaluation purposes and needs, developing feasible questions, and designing appropriate evaluation strategies. Through the evaluation report, I was able to demonstrate these skills by weaving survey results and thematic interview insights into actionable, learner-centered recommendations.

While designing the recommendations section, I noticed that the quantitative data aligned closely with qualitative findings around legal complexity and mobile platform usability. Drawing from both sources allowed me to make thoughtful, evidence-based suggestions like creating tiered learning tracks and offering downloadable tools

On the other hand, the self-assessment highlighted that I am less confident in using program theory and logic models and designing evaluation plans with justified sampling procedures. While I could identify meaningful trends in thematic data using Braun and Clarke’s (2006) six-phase method, I recognize the need to build fluency in interpreting findings within complex systems. This aligns with Russ-Eft and Preskill’s (2009) assertion that evaluators must synthesize results in a way that informs both decision-making and organizational learning. As of now I feel comfortable gathering the data and creating recommendations from the data report, analyzing it is very much not my strongest skill. I also need to build my confidence and understanding in budget evaluations and managing timelines. I feel like this is partially due to not being comfortable being the face of a project. I much prefer being a background character who can take side quests with minimal repercussions.

After completing the course there weren't to many competencies that surprised me. We learned about the need to advocate for the field of evaluation and the importance of completing a proper evaluation to support the building of or growth of a learning module. One of the only competence areas that surprised me was the emphasis on engaging stakeholders throughout the evaluation process. Initially, I assumed that evaluators work independently to assess programs and report outcomes. However, Russ-Eft and Preskill (2009) make a compelling case for collaborative evaluation, where stakeholder input is essential from start to finish. 

To continue to grow in the key competence areas and as an evaluator as a whole I plan to
  • Deepen my methodological toolkit
  • Practice communicating findings for impact
  • Seek mentorship or apprenticeship opportunities
  • Apply evaluation in organizational contexts

I’ve come to see evaluation as a powerful tool for learning, adaptation, and equity. It’s not just about checking boxes—it’s about asking the right questions, collecting meaningful data, and empowering organizations to improve. As Russ-Eft and Preskill (2009) remind us, effective evaluation builds individual and organizational capacity by linking inquiry to action.

While I still have much to learn, I now feel grounded in a shared language, conceptual framework, and set of practices that will guide my growth as an evaluator. I’m excited to continue this journey—developing my competencies, advocating for the field, and using evaluation to support better decisions, stronger programs, and more just outcomes.


References:

Russ-Eft, D. & Preskill, H. (2009). Evaluation in organizations: A systematic approach to                          enhancing learning, performance, and change (2nd ed.). Perseus Books.

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