In designing a professional development evaluation,
three phases of evaluation are recommended in Joellen Killion's
Assessing Impact Evaluating Staff Development to provide the evidence that
the intended results have indeed occurred. These assessments must be
conducted collaboratively.
Evaluations must occur in three phases:
-
Planning Phase
(planning
assessments) - by those involved in the planning process to empower them to
determine target populations, assess needs, clarify outcomes, assess
processes, and determine stakeholders' reactions to the intended programs.
Evidence points to the importance of thorough planning with the
participation of all stakeholders as crucial to successful implementation
and achieving desired results; hence, the need for a Professional
Development Plan.
-
Conducting Phase (formative
assessments) - by the participants to assess whether the program is working,
to give feedback, to collect credible data, to study data in relationship to
identified benchmarks, to inform revisions, improvements or needed
adjustments. In short, the formative evaluation stage sets in motion
the continuous improvement cycle. Careful attention to the results
that are generated along the way and making needed adjustments can increase
the likelihood of early and sustained success.
-
Reporting Phase
(summative
evaluations) - external evaluations that provide credible data upon which to
base judgments about the program's merit, worth, and impact on student
learning. (Killion, 2002, p. 10).
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