Adapted from Guskey, 2000, pp. 79-81 and Guskey, 2002, pp. 45-51 Evaluation 1 Level 2 Level 3 Level 4 Level 5 Level Participant's reactions Participant's learning Organization support & change Participant's use of new Student learning outcomes knowledge and skills What questions Was their time well spent? Did participants acquire the What was the impact on the organization? Did participants effectively apply the What was the impact on students? Did the material make sense? intended knowledge and skills? Did it affect organizational climate and procedures? new knowledge and skills? Did it affect student performance or are addressed? Will it be useful? Was implementation advocated, facilitated and achievement? Was the leader knowledgeable and supported? Did it influence students’ physical or helpful? Was the support public and overt? emotional well-being? Was the room the right temperature? Were the problems addressed quickly and Are students more confident as efficiently? learners? Were sufficient resources made available? Is student attendance improving? Were successes recognized and shared? Are dropouts decreasing? How is the Questionnaires gathered at end of Documents District and school records Surveys and student work samples Student work samples session Simulations Minutes from follow-up meetings Structured interviews with School data information Demonstrations Questionnaires participants and their supervisors Surveys gathered? Participant reflections (oral and Structured interviews with participants and district Participant reflections (oral and /or Structured interviews with students, written) or school administrators written) parents teachers and/ or school Participant artifacts Participant artifacts l electronic evidences Participant and student artifacts leaders Direct observations Participant artifacts Video, audio and electronic evidences What is Initial satisfaction with the experience New knowledge and skills of The organization’s advocacy, Degree and quality of implementation Student learning outcomes: participants support, accommodation, -cognitive (performance and measured or facilitation, and recognition achievement) assessed? -affective (attitudes and dispositions) -psychomotor (skills and behaviors) How can the To improve program design and To improve program content, To document and improve organizational support To document and improve the To focus and improve all aspects of delivery format, and organization implementation of the program program design, implementation and information be follow-up used? To inform future change efforts To demonstrate the overall impact of professional development When should Immediately About 30 days About 6 months About one year About two years the evaluation take place?
Adapted from Guskey, 2000, pp. 79-81 and Guskey, 2002, pp. 45-51 Evaluation Level 1 Participant's reactions Level 2 Participant's learning Level 3 Organization support & change Level 4 Participant's use of new knowledge and skills Level 5 Student learning outcomes What questions are addressed? Was their time well spent? Did the material make sense? Will it be useful? Was the leader knowledgeable and helpful? Was the room the right temperature? Did participants acquire the intended knowledge and skills? What was the impact on the organization? Did it affect organizational climate and procedures? Was implementation advocated, facilitated and supported? Was the support public and overt? Were the problems addressed quickly and efficiently? Were sufficient resources made available? Were successes recognized and shared? Did participants effectively apply the new knowledge and skills? What was the impact on students? Did it affect student performance or achievement? Did it influence students’ physical or emotional well-being? Are students more confident as learners? Is student attendance improving? Are dropouts decreasing? How is the information gathered? Questionnaires gathered at end of session Documents Simulations Demonstrations Participant reflections (oral and written) Participant artifacts District and school records Minutes from follow-up meetings Questionnaires Structured interviews with participants and district or school administrators Participant artifacts l electronic evidences Surveys and student work samples Structured interviews with participants and their supervisors Participant reflections (oral and /or written) Participant and student artifacts Direct observations Video, audio and electronic evidences Student work samples School data Surveys Structured interviews with students, parents teachers and/ or school leaders Participant artifacts What is measured or assessed? Initial satisfaction with the experience New knowledge and skills of participants The organization’s advocacy, support, accommodation, facilitation, and recognition Degree and quality of implementation Student learning outcomes: -cognitive (performance and achievement) -affective (attitudes and dispositions) -psychomotor (skills and behaviors) How can the information be used? To improve program design and delivery To improve program content, format, and organization To document and improve organizational support To inform future change efforts To document and improve the implementation of the program To focus and improve all aspects of program design, implementation and follow-up To demonstrate the overall impact of professional development When should the evaluation take place? Immediately About 30 days About 6 months About one year About two years
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