ERIC Number: ED430024
Record Type: RIE
Publication Date: 1999-Apr
New Perspectives on Evaluating Professional Development.
Guskey, Thomas R.
Basic questions about the evaluation of professional development efforts are explored, including the nature and purposes of evaluation, the critical levels of professional development evaluation, and the difference between evidence and proof in evaluation. Evaluation, which is defined as the systematic investigation of merit or worth, can be characterized as planning, formative, or summative evaluation. All three types of evaluation involve the collection and analysis of data. In evaluating professional development, there are five critical levels of information to consider. These are: (1) participants' reactions; (2) participants' learning; (3) organization support and change; (4) participants' use of new knowledge and skills; and (5) student learning outcomes. In the real-world setting of professional development evaluation, it is nearly impossible to obtain proof of the impact of the effort, but it is possible to obtain good evidence. A list of guidelines is included to help improve the quality of professional development evaluations. (Contains 1 figure and 25 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).