Exploratory Studies of the Usefulness of a Developmental Approach for Supervising Evaluation Students

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Abstract
Three exploratory studies examined the relevance of a developmental model for approaching supervision of graduate students in evaluation studies. The developmental model described in this article includes three stages and eight developmental tasks within each stage. The studies found a significant correlation between a measure of autonomy and self-ratings of competence, in that self-ratings of competence and attitudes toward evaluation were more positive after a graduate seminar but did not change significantly after a practicum experience. Case studies found the developmental model helpful in conceptualizing student progress and that it provided useful ways of thinking about students and instructional strategies.