ERIC Number: ED312317
Record Type: RIE
Publication Date: 1989-Oct
Reference Count: N/A
Assessing Professional Outcomes in Professional Settings: The Case of Teacher In-Service.
Ayers, Jerry B.
The evaluation of teacher inservice education programs is discussed. Evaluation of an inservice program is aimed at answering questions about the program's effectiveness and providing a description of the impact the experience has on the participants. Curriculum evaluation should be concerned with four kinds of decisions: (1) planning; (2) programming (specification of the procedures, personnel, facilities, budget, and other resource requirements); (3) implementing; and (4) recycling. Overall, program evaluation is approached through formative evaluation and summative evaluation. Formative evaluation is the modification and improvement of a program through its development and implementation. Summative evaluation is an end-of-experience assessment of the relevant dimensions of the evaluation design. A follow-up evaluation can take different forms to give additional important information about a program. The key to a successful evaluation of inservice teacher education is having adequate resources and development of a system during initial planning for a workshop. A reference section lists several manuals and articles on workshop and institute evaluation. (SLD)
Descriptors: Curriculum Evaluation, Elementary Secondary Education, Evaluation Methods, Formative Evaluation, Inservice Teacher Education, Outcomes of Education, Planning, Professional Development, Program Development, Program Evaluation, Program Implementation, Program Improvement, Summative Evaluation, Teacher Improvement, Teacher Workshops
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented in part at the Annual Meeting of the American Evaluation Association (San Francisco, CA, October 19-21, 1989).