Assessing the effectiveness of educational technology professional development (ETPD) must go beyond obtaining feedback from participants about their level of satisfaction with a workshop presenter. Effective and meaningful assessment of ETPD requires that we design inservice learning activities that can be measured using methods that are consistent with what we know about teaching and learning, recognize teacher and student change as it relates to the larger teaching and learning context, and view evaluation as an inseparable component of ongoing teacher action. We therefore offer for consideration an ETPD assessment model that merges three theoretical constructs through which professional development consumers might interpret research findings: (a) technological pedagogical content knowledge (TPACK), (b) organizational learning, and (c) participant research and inquiry. (Contains 2 figures.)