Measuring Evaluation Competency Among School Counselors

Abstract

School counselors must possess requisite evaluation competency to promote quality and accountability in their comprehensive counseling programs. Despite advances, the field lacks appropriate methods to measure evaluation competency. This article describes the development of a survey designed to measure evaluation competency among school counselors in Missouri and its use in the initial evaluation of a state mentoring program. Findings include initial support for the psychometric properties and four-factor structure of this survey as well as a preliminary assessment of evaluation competencies among participating school counselors. Implications focus on efforts to define, build, and measure evaluation competency in school counseling.

Program evaluation competencies for prospective school counseling practitioners

“…Similarly, according to the American School Counselor Association (ASCA), evaluating school counseling programs is considered a critical responsibility for a school counselor so that they may design, enhance, and maintain accountable, comprehensive school counseling programs (ASCA, 2012). Similar calls have been made by many researchers concerning the importance of school counselors' competence in program evaluation (Astramovich, 2017;Astramovich & Coker, 2007;Dimmitt, Carey & Hatch, 2007;Maras, Coleman, Gysbers, Herman & Stanley, 2013;Sink, 2009& Trevisan, 2000, 2002.…”

“…Only three studies were found based on the literature review focusing on the competencies of school counselors. The first two are the articles written by Maras et al, (2013) and Astramovich (2017) as they most clearly identified a list of program evaluation expectations for school counselors. Also, in their book on evidence-based school counseling, Dimmitt, et al (2007), identified some qualities that school counselors need to have to conduct a program evaluation study.…”

“…Also, in their book on evidence-based school counseling, Dimmitt, et al (2007), identified some qualities that school counselors need to have to conduct a program evaluation study. The competencies described by Astramovich (2017), Maras et al (2013), and Dimmitt et al (2007) are listed side-by-side in Table 2. As a means of organizing and further developing the list, competencies and the associated categories offered by Stevahn, et al, (2005) are also listed.…”

Research Training Needs of Scientist‐Practitioners: Implications for Counselor Education

“…Researchers may want to investigate these questions and to examine skills that might mediate the relationship between the value placed on evaluation and the degree to which counselors carry out evaluations in the field. For example, factors such as competency in using statistics (Maras et al, ) or comfort in defining and measuring outcomes and designing surveys as per the current study could be explored as intervening variables. Finally, researchers might investigate the quality of the research conducted in the field.…”

“…In addition, research skills may vary by type of counselor. School counselors, for example, place a high value on using data for evaluation purposes (Hatch & Chen‐Hayes, ; Maras, Coleman, Gysbers, Herman, & Stanley, ; Young & Kaffenberger, ). Such findings are consistent with the devotion of entire practitioner‐oriented publications to data use (ASCA, ) and the extensive literature dedicated to data‐based decision making in the schools (e.g., Brady, Busse, & Lopez, ; Poynton & Carey, ).…”