Does It Make a Difference? Evaluating Professional Development (2022)

Educators have long considered professional development to be their right—something they deserve as dedicated and hardworking individuals. But legislators and policymakers have recently begun to question that right. As education budgets grow tight, they look at what schools spend on professional development and want to know, Does the investment yield tangible payoffs or could that money be spent in better ways? Such questions make effective evaluation of professional development programs more important than ever.

Traditionally, educators haven't paid much attention to evaluating their professional development efforts. Many consider evaluation a costly, time-consuming process that diverts attention from more important activities such as planning, implementation, and follow-up. Others feel they lack the skill and expertise to become involved in rigorous evaluations; as a result, they either neglect evaluation issues completely or leave them to “evaluation experts.”

Good evaluations don't have to be complicated. They simply require thoughtful planning, the ability to ask good questions, and a basic understanding of how to find valid answers. What's more, they can provide meaningful information that you can use to make thoughtful, responsible decisions about professional development processes and effects.

What Is Evaluation?

In simplest terms, evaluation is “the systematic investigation of merit or worth”(Joint Committee on Standards for Educational Evaluation, 1994, p. 3). Systematic implies a focused, thoughtful, and intentional process. We conduct evaluations for clear reasons and with explicit intent. Investigation refers to the collection and analysis of pertinent information through appropriate methods and techniques. Merit or worth denotes appraisal and judgment. We use evaluations to determine the value of something—to help answer such questions as, Is this program or activity achieving its intended results? Is it better than what was done in the past? Is it better than another, competing activity? Is it worth the costs?

Some educators understand the importance of evaluation for event-driven professional development activities, such as workshops and seminars, but forget the wide range of less formal, ongoing, job-embedded professional development activities—study groups, action research, collaborative planning, curriculum development, structured observations, peer coaching, mentoring, and so on. But regardless of its form, professional development should be a purposeful endeavor. Through evaluation, you can determine whether these activities are achieving their purposes.

Critical Levels of Professional Development Evaluation

Effective professional development evaluations require the collection and analysis of the five critical levels of information shown in Figure 1 (Guskey, 2000a). With each succeeding level, the process of gathering evaluation information gets a bit more complex. And because each level builds on those that come before, success at one level is usually necessary for success at higher levels.

Figure 1. Five Levels of Professional Development Evaluation

Does It Make a Difference? Evaluating Professional Development - table

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Evaluation Level

What Questions Are Addressed?

How Will Information Be Gathered?

What Is Measured or Assessed?

How Will Information Be Used?

1. Participants' ReactionsDid they like it? Was their time well spent? Did the material make sense? Will it be useful? Was the leader knowledgeable and helpful? Were the refreshments fresh and tasty? Was the room the right temperature? Were the chairs comfortable?Questionnaires administered at the end of the sessionInitial satisfaction with the experienceTo improve program design and delivery
2. Participants' LearningDid participants acquire the intended knowledge and skills?Paper-and-pencil instruments Simulations Demonstrations Participant reflections (oral and/or written) Participant portfoliosNew knowledge and skills of participantsTo improve program content, format, and organization
3. Organization Support & ChangeWas implementation advocated, facilitated, and supported? Was the support public and overt? Were problems addressed quickly and efficiently? Were sufficient resources made available? Were successes recognized and shared? What was the impact on the organization? Did it affect the organization's climate and procedures?District and school records Minutes from follow-up meetings Questionnaires Structured interviews with participants and district or school administrators Participant portfoliosThe organization's advocacy, support, accommodation, facilitation, and recognitionTo document and improve organization support To inform future change efforts
4. Participants' Use of New Knowledge and SkillsDid participants effectively apply the new knowledge and skills?Questionnaires Structured interviews with participants and their supervisors Participant reflections (oral and/or written) Participant portfolios Direct observations Video or audio tapesDegree and quality of implementationTo document and improve the implementation of program content
5. Student Learning OutcomesWhat 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?Student records School records Questionnaires Structured interviews with students, parents, teachers, and/or administrators Participant portfoliosStudent learning outcomes: Cognitive (Performance & Achievement) Affective (Attitudes & Dispositions) Psychomotor (Skills & Behaviors)To focus and improve all aspects of program design, implementation, and follow-up To demonstrate the overall impact of professional development

Level 1: Participants' Reactions

The first level of evaluation looks at participants' reactions to the professional development experience. This is the most common form of professional development evaluations, and the easiest type of information to gather and analyze.

At Level 1, you address questions focusing on whether or not participants liked the experience. Did they feel their time was well spent? Did the material make sense to them? Were the activities well planned and meaningful? Was the leader knowledgeable and helpful? Did the participants find the information useful?

Important questions for professional development workshops and seminars also include, Was the coffee hot and ready on time? Was the room at the right temperature? Were the chairs comfortable? To some, questions such as these may seem silly and inconsequential. But experienced professional developers know the importance of attending to these basic human needs.

Information on participants' reactions is generally gathered through questionnaires handed out at the end of a session or activity. These questionnaires typically include a combination of rating-scale items and open-ended response questions that allow participants to make personal comments. Because of the general nature of this information, many organizations use the same questionnaire for all their professional development activities.

Some educators refer to these measures of participants' reactions as “happiness quotients,” insisting that they reveal only the entertainment value of an activity, not its quality or worth. But measuring participants' initial satisfaction with the experience can help you improve the design and delivery of programs or activities in valid ways.

Level 2: Participants' Learning

In addition to liking their professional development experience, we also hope that participants learn something from it. Level 2 focuses on measuring the knowledge and skills that participants gained. Depending on the goals of the program or activity, this can involve anything from a pencil-and-paper assessment (Can participants describe the crucial attributes of mastery learning and give examples of how these might be applied in typical classroom situations?) to a simulation or full-scale skill demonstration (Presented with a variety of classroom conflicts, can participants diagnose each situation and then prescribe and carry out a fair and workable solution?). You can also use oral personal reflections or portfolios that participants assemble to document their learning.

Although you can usually gather Level 2 evaluation information at the completion of a professional development activity, it requires more than a standardized form. Measures must show attainment of specific learning goals. This means that indicators of successful learning need to be outlined before activities begin. You can use this information as a basis for improving the content, format, and organization of the program or activities.

Level 3: Organization Support and Change

At Level 3, the focus shifts to the organization. Lack of organization support and change can sabotage any professional development effort, even when all the individual aspects of professional development are done right.

Suppose, for example, that several secondary school educators participate in a professional development program on cooperative learning. They gain a thorough understanding of the theory and develop a variety of classroom activities based on cooperative learning principles. Following their training, they try to implement these activities in schools where students are graded “on the curve”—according to their relative standing among classmates—and great importance is attached to selecting the class valedictorian. Organization policies and practices such as these make learning highly competitive and will thwart the most valiant efforts to have students cooperate and help one another learn (Guskey, 2000b).

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The lack of positive results in this case doesn't reflect poor training or inadequate learning, but rather organization policies that undermine implementation efforts. Problems at Level 3 have essentially canceled the gains made at Levels 1 and 2 (Sparks & Hirsh, 1997). That's why professional development evaluations must include information on organization support and change.

At Level 3, you need to focus on questions about the organization characteristics and attributes necessary for success. Did the professional development activities promote changes that were aligned with the mission of the school and district? Were changes at the individual level encouraged and supported at all levels? Were sufficient resources made available, including time for sharing and reflection? Were successes recognized and shared? Issues such as these can play a large part in determining the success of any professional development effort.

Gathering information at Level 3 is generally more complicated than at previous levels. Procedures differ depending on the goals of the program or activity. They may involve analyzing district or school records, examining the minutes from follow-up meetings, administering questionnaires, and interviewing participants and school administrators. You can use this information not only to document and improve organization support but also to inform future change initiatives.

Level 4: Participants' Use of New Knowledge and Skills

At Level 4 we ask, Did the new knowledge and skills that participants learned make a difference in their professional practice? The key to gathering relevant information at this level rests in specifying clear indicators of both the degree and the quality of implementation. Unlike Levels 1 and 2, this information cannot be gathered at the end of a professional development session. Enough time must pass to allow participants to adapt the new ideas and practices to their settings. Because implementation is often a gradual and uneven process, you may also need to measure progress at several time intervals.

You may gather this information through questionnaires or structured interviews with participants and their supervisors, oral or written personal reflections, or examination of participants' journals or portfolios. The most accurate information typically comes from direct observations, either with trained observers or by reviewing video-or audiotapes. These observations, however, should be kept as unobtrusive as possible (for examples, see Hall & Hord, 1987).

You can analyze this information to help restructure future programs and activities to facilitate better and more consistent implementation.

Level 5: Student Learning Outcomes

Level 5 addresses “the bottom line”: How did the professional development activity affect students? Did it benefit them in any way? The particular student learning outcomes of interest depend, of course, on the goals of that specific professional development effort.

In addition to the stated goals, the activity may result in important unintended outcomes. For this reason, evaluations should always include multiple measures of student learning (Joyce, 1993). Consider, for example, elementary school educators who participate in study groups dedicated to finding ways to improve the quality of students' writing and devise a series of strategies that they believe will work for their students. In gathering Level 5 information, they find that their students' scores on measures of writing ability over the school year increased significantly compared with those of comparable students whose teachers did not use these strategies.

On further analysis, however, they discover that their students' scores on mathematics achievement declined compared with those of the other students. This unintended outcome apparently occurred because the teachers inadvertently sacrificed instructional time in mathematics to provide more time for writing. Had information at Level 5 been restricted to the single measure of students' writing, this important unintended result might have gone unnoticed.

Measures of student learning typically include cognitive indicators of student performance and achievement, such as portfolio evaluations, grades, and scores from standardized tests. In addition, you may want to measure affective out-comes (attitudes and dispositions) and psychomotor outcomes (skills and behaviors). Examples include students' self-concepts, study habits, school attendance, homework completion rates, and classroom behaviors. You can also consider such schoolwide indicators as enrollment in advanced classes, member-ships in honor societies, participation in school-related activities, disciplinary actions, and retention or drop-out rates. Student and school records provide the majority of such information. You can also include results from questionnaires and structured interviews with students, parents, teachers, and administrators.

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Level 5 information about a program's overall impact can guide improvements in all aspects of professional development, including program design, implementation, and follow-up. In some cases, information on student learning outcomes is used to estimate the cost effectiveness of professional development, sometimes referred to as “return on investment” or “ROI evaluation” (Parry, 1996; Todnem & Warner, 1993).

Look for Evidence, Not Proof

Using these five levels of information in professional development evaluations, are you ready to “prove” that professional development programs make a difference? Can you now demonstrate that a particular professional development program, and nothing else, is solely responsible for the school's 10 percent increase in student achievement scores or its 50 percent reduction in discipline referrals?

Of course not. Nearly all professional development takes place in real-world settings. The relationship between professional development and improvements in student learning in these real-world settings is far too complex and includes too many intervening variables to permit simple causal inferences (Guskey, 1997; Guskey & Sparks, 1996). What's more, most schools are engaged in systemic reform initiatives that involve the simultaneous implementation of multiple innovations (Fullan, 1992). Isolating the effects of a single program or activity under such conditions is usually impossible.

But in the absence of proof, you can collect good evidence about whether a professional development program has contributed to specific gains in student learning. Superintendents, board members, and parents rarely ask, “Can you prove it?” Instead, they ask for evidence. Above all, be sure to gather evidence on measures that are meaningful to stakeholders in the evaluation process.

Consider, for example, the use of anecdotes and testimonials. From a methodological perspective, they are a poor source of data. They are typically highly subjective, and they may be inconsistent and unreliable. Nevertheless, as any trial attorney will tell you, they offer the kind of personalized evidence that most people believe, and they should not be ignored as a source of information. Of course, anecdotes and testimonials should never form the basis of an entire evaluation. Setting up meaningful comparison groups and using appropriate pre- and post-measures provide valuable information. Time-series designs that include multiple measures collected before and after implementation are another useful alternative.

Keep in mind, too, that good evidence isn't hard to come by if you know what you're looking for before you begin. Many educators find evaluation at Levels 4 and 5 difficult, expensive, and time-consuming because they are coming in after the fact to search for results (Gordon, 1991). If you don't know where you are going, it's very difficult to tell whether you've arrived. But if you clarify your goals up front, most evaluation issues fall into place.

Working Backward Through the Five Levels

Three important implications stem from this model for evaluating professional development. First, each of these five levels is important. The information gathered at each level provides vital data for improving the quality of professional development programs.

Second, tracking effectiveness at one level tells you nothing about the impact at the next. Although success at an early level may be necessary for positive results at the next higher one, it's clearly not sufficient. Breakdowns can occur at any point along the way. It's important to be aware of the difficulties involved in moving from professional development experiences (Level 1) to improvements in student learning (Level 5) and to plan for the time and effort required to build this connection.

The third implication, and perhaps the most important, is this: In planning professional development to improve student learning, the order of these levels must be reversed. You must plan “backward” (Guskey, 2001), starting where you want to end and then working back.

In backward planning, you first consider the student learning outcomes that you want to achieve (Level 5). For example, do you want to improve students' reading comprehension, enhance their skills in problem solving, develop their sense of confidence in learning situations, or improve their collaboration with classmates? Critical analyses of relevant data from assessments of student learning, examples of student work, and school records are especially useful in identifying these student learning goals.

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Then you determine, on the basis of pertinent research evidence, what instructional practices and policies will most effectively and efficiently produce those outcomes (Level 4). You need to ask, What evidence verifies that these particular practices and policies will lead to the desired results? How good or reliable is that evidence? Was it gathered in a context similar to ours? Watch out for popular innovations that are more opinion-based than research-based, promoted by people more concerned with “what sells” than with “what works.” You need to be cautious before jumping on any education bandwagon, always making sure that trustworthy evidence validates whatever approach you choose.

Next, consider what aspects of organization support need to be in place for those practices and policies to be implemented (Level 3). Sometimes, as I mentioned earlier, aspects of the organization actually pose barriers to implementation. “No tolerance” policies regarding student discipline and grading, for example, may limit teachers' options in dealing with students' behavioral or learning problems. A big part of planning involves ensuring that organization elements are in place to support the desired practices and policies.

Then, decide what knowledge and skills the participating professionals must have to implement the prescribed practices and policies (Level 2). What must they know and be able to do to successfully adapt the innovation to their specific situation and bring about the sought-after change?

Finally, consider what set of experiences will enable participants to acquire the needed knowledge and skills (Level 1). Workshops and seminars, especially when paired with collaborative planning and structured opportunities for practice with feedback, action research projects, organized study groups, and a wide range of other activities can all be effective, depending on the specified purpose of the professional development.

This backward planning process is so important because the decisions made at each level profoundly affect those at the next. For example, the particular student learning outcomes you want to achieve influence the kinds of practices and policies you implement. Likewise, the practices and policies you want to implement influence the kinds of organization support or change required, and so on.

The context-specific nature of this work complicates matters further. Even if we agree on the student learning outcomes that we want to achieve, what works best in one context with a particular community of educators and a particular group of students might not work as well in another context with different educators and different students. This is what makes developing examples of truly universal “best practices” in professional development so difficult. What works always depends on where, when, and with whom.

Unfortunately, professional developers can fall into the same trap in planning that teachers sometimes do—making plans in terms of what they are going to do, instead of what they want their students to know and be able to do. Professional developers often plan in terms of what they will do (workshops, seminars, institutes) or how they will do it (study groups, action research, peer coaching). This diminishes the effectiveness of their efforts and makes evaluation much more difficult.

Instead, begin planning professional development with what you want to achieve in terms of learning and learners and then work backward from there. Planning will be much more efficient and the results will be much easier to evaluate.

Making Evaluation Central

A lot of good things are done in the name of professional development. But so are a lot of rotten things. What educators haven't done is provide evidence to document the difference between the two.

Evaluation provides the key to making that distinction. By including systematic information gathering and analysis as a central component of all professional development activities, we can enhance the success of professional development efforts everywhere.

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FAQs

Why is evaluation important for professional development? ›

The results of evaluation can be used to demonstrate successful outcomes to your stakeholders, garner additional support for your activities, identify specific ways to improve implementation, and make strategic decisions about what activities to continue or change moving forward.

What makes for effective professional development? ›

Ensure that professional development effectively builds knowledge, motivates staff, develops teaching techniques, and embeds practice. The mechanisms that make up effective PD can be split into 4 groups, each of which fulfils a different role.

Why do we need to be professionally developed? ›

"Actively pursuing professional development ensures that knowledge and skills stay relevant and up-to-date. It also allows employees to be more aware of changing trends and directions in their industry."

What are principles of evaluation? ›

Principles of Evaluation:

Evaluation is a systematic process of determining to what extent instructional objectives has been achieved. Therefore evaluation process must be carried out with effective techniques.

Why is it important to evaluate your work? ›

It is important to periodically assess and adapt your activities to ensure they are as effective as they can be. Evaluation can help you identify areas for improvement and ultimately help you realize your goals more efficiently.

Why is evaluation important in learning and development? ›

The importance of evaluation

Useful evaluations can provide reliable information for making responsible decisions about ongoing professional learning and the effects of the implemented changes to practice. There are various ways to evaluate the effectiveness of professional learning.

How can I improve my professional development? ›

Create a Professional Development Plan
  1. Focus on Objectives. If you can't see the benefit of something, you'll likely give up on it. ...
  2. Manage Obstacles and Distractions. ...
  3. Make Learning a Habit. ...
  4. Set Boundaries. ...
  5. Make Every Minute Count. ...
  6. Learn at Your Best. ...
  7. Find Your Own Learning Style. ...
  8. Collaborate With Others.

What is high quality professional development? ›

High-quality professional development is defined by several interacting factors. It implies rich content that is specifically chosen to deepen and broaden the knowledge and skills of teachers, principals, administrators, paraprofessionals, and other key education staff.

What is examples of professional development? ›

Professional Development Examples
  • Continuing Education.
  • Participation in professional organizations.
  • Research.
  • Improve job performance.
  • Increased duties and responsibilities.
  • Approaches to professional development:
  • Skill Based Training.
  • Job Assignments.

What is an effective evaluation? ›

Effectiveness evaluations are used to determine the extent to which plan outcomes have been achieved and are primarily concerned with comparing actual outcomes with the desired outcomes or objectives.

What are the three main purposes of evaluation? ›

In general, there are three reasons why evaluations are conducted: to determine plausibility, probability, or adequacy. As discussed in the Constraints on Evaluations module, resources for evaluations are limited and determining the reason for the evaluation can save both time and money in program budgets.

What are the benefits of evaluation? ›

Some of the benefits of evaluation include: Enhancing the chance that the initiative's goals and objectives are being achieved. Determining value for money (i.e., allocated resources are yielding the greatest benefit for clients and stakeholders) Identifying what components of an initiative work/do not work and why.

How do performance evaluation help improve the performance of the employees? ›

Performance Appraisal Increases Employee Motivation

Performance Appraisal enables the employees to be formally recognized for their work by their supervisors and managers. When employees are appreciated for their contribution, they are motivated to work towards organizational goals.

Why is it important to assess or evaluate the performance of an employee? ›

Employee Performance Evaluations can help you easily know about the good work and efforts of the top performers. You will be able to provide positive reinforcements for carrying out tasks properly. Positive reinforcements are crucial for boosting workplace morale and the good performance of the employees.

How important is the performance evaluation of a certain employee? ›

Regularly assessing your employees' performance also helps inform crucial business and management decisions in regards to promotions, pay raises, or even cutting members from teams. Performance evaluation is beneficial for employees and employers alike and is an effective process for solving preventable problems.

How do you evaluate professional learning? ›

  1. 5 Critical Levels of Professional Learning Evaluation.
  2. Participants' reactions. • Did they like it? ...
  3. Participants' learning. • Did participants acquire the. ...
  4. Organization support.
  5. Participants' use of new.
  6. Student learning.
  7. 3 Participant Reflection Questionnaires. Participants' Reflections on Professional Learning.

How will you evaluate the effectiveness of your learning and development? ›

There are a number of different evaluation metrics you can use to measure learner outcomes, such as: test scores, course completion rates, job satisfaction, and task performance. Process measures can include things like hours of training completed, trainer satisfaction, and participant engagement.

How do you evaluate the effectiveness of training? ›

Evaluate The Effectiveness Of Training
  1. Review performance data. Internal training tools, such as LMSs, LCMSs, and social media training portals, generate volumes of training performance data. ...
  2. Review key metrics and KPIs. ...
  3. Assess the business impact of training. ...
  4. Identify areas to improve.
10 Aug 2022

How do you answer a professional development question? ›

How to answer "What is your professional development plan?"
  1. Think about your overall career goals. ...
  2. Consider what development opportunities can help you achieve your goals. ...
  3. Discuss your professional journey. ...
  4. Outline both your short-term and long-term goals. ...
  5. Explain your plan. ...
  6. Align your plan with organizational goals.
3 Jan 2022

What are three types of professional development? ›

The top three types of teacher professional development are periodic workshops, in-class observation, and single-session seminars.

What are the principles of professional development? ›

Professional development best practices frequently include these five core features: integrated content & pedagogy; coherence with standards and policies; active learning opportunities; mentoring/coaching/apprenticing; and individual learning.

What are the 3 critical components of an effective professional development plan? ›

The 6 Critical Elements Of Effective Professional Development...
  • Leadership. Choose a leadership skills training program that teaches managers the basics of being a leader. ...
  • Communication. Communication in the workplace is highly important. ...
  • Delegating. ...
  • Coaching. ...
  • Change Management. ...
  • Motivation.
14 Jan 2015

What is professional development in simple words? ›

Professional development refers to all training, certification and education that a worker needs to succeed in his or her career. It's no secret that different jobs require different skills. Even if a worker currently has the necessary skills, he or she may need additional skills in the future.

What are the 5 areas of professional development? ›

One such tactic is offering professional development opportunities.
...
Below are the top five.
  • Management and leadership training. ...
  • Professional certifications. ...
  • Technical skills training. ...
  • Teamwork and interpersonal skills training.

How can I improve my professional knowledge and training? ›

Here are several ways you can develop professional skills:
  1. Set goals for yourself. ...
  2. Find a mentor. ...
  3. Seek feedback about strengths and weaknesses. ...
  4. Review job descriptions for positions you want. ...
  5. Enroll in an online degree program. ...
  6. Take continuing education courses in career-related fields.

What is an example of evaluation? ›

Evaluate definition

To evaluate is defined as to judge the value or worth of someone or something. An example of evaluate is when a teacher reviews a paper in order to give it a grade.

What are the key features of a good evaluation plan? ›

Elements of an Evaluation Plan
  • Purpose of the Evaluation.
  • Evaluation Questions.
  • Evaluation Criteria.
  • Timetable and Work Plan.
  • Collecting Data for an Evaluation.
  • Data Collection Methods To Answer Evaluation Questions.
  • Data Collection Tools and Activities.
  • Data Analysis.

How do you evaluate an impact? ›

There are three broad strategies for causal attribution in impact evaluations: estimating the counterfactual (i.e., what would have happened in the absence of the intervention, compared to the observed situation) checking the consistency of evidence for the causal relationships made explicit in the theory of change.

What are 5 purposes reasons to evaluate? ›

5 Reasons Why Evaluation Matters to Your Project
  • You learn how to optimize for success and discover the story behind the results. ...
  • Evaluation paves the way to project improvements. ...
  • Every voice counts. ...
  • One size does not fit all. ...
  • DIY evaluation is possible.
31 Jul 2017

How do you evaluate a personal development plan? ›

Evaluating the Personal Development Plan
  1. How much improvement can be observed in tests/results or information gathered from methods which identify the factors impacting on performance?
  2. How much more successful the whole performance is as a result of approaches used?

How do you write an evaluation goal? ›

How do you create goals for a self-performance review?
  1. Specific: SMART goals should be specific, narrow, clear and easy to understand. ...
  2. Measurable: Goals should include clear metrics that make it easy to measure progress. ...
  3. Attainable: It's important that goals are attainable to help avoid burnout and stay motivated.

What is the value in evaluation? ›

Typically the role of values in evaluation refers to evaluators taking responsibility for making judgements about the merit or worth of an evaluand.

What are the advantages and disadvantages of evaluation? ›

Evaluation forms offer the advantage of reflecting on job performance but they can feel awkward and artificial.
  • Advantage of Evaluation Forms. Improvement. ...
  • Disadvantages of Evaluation Forms. Artificiality. ...
  • Best Practices for Feedback Forms. ...
  • Approach the Process with Humility. ...
  • Self-Evaluation Questions.
19 Apr 2019

What is the purpose of assessment and evaluation? ›

The primary purpose of assessment and evaluation is to improve student learning.

Why is it important for the instructional specialists to continually evaluate and address personal professional development needs? ›

Educators who do not experience effective professional development do not improve their skills, and student learning suffers. requirements, and are employed, they learn through experience. As in all professions, new teachers and principals take years to gain the skills they need to be effective in their roles.

What is a professional evaluation? ›

Analysis and assessment of internal/in the market professionals for a certain position.

How do you evaluate professional learning? ›

  1. 5 Critical Levels of Professional Learning Evaluation.
  2. Participants' reactions. • Did they like it? ...
  3. Participants' learning. • Did participants acquire the. ...
  4. Organization support.
  5. Participants' use of new.
  6. Student learning.
  7. 3 Participant Reflection Questionnaires. Participants' Reflections on Professional Learning.

How do you measure professional development in the workplace? ›

The most straightforward way to measure professional development success is to assess whether an employee met their Personal Development Goals (PDGs). Most companies implement a personal development goal process that staff set at various dates throughout the year and are then reviewed at some point down the line.

What is professional development and why is it important? ›

The purpose of professional development is to give professionals the opportunity to learn and apply new knowledge and skills that can help them in their job and further their career. Professional development is all about building your skill set and knowledge base for your field.

How does professional development help teachers improve their performance? ›

Professional development increases the knowledge and practices of the adults and results in skills transfer between adults and students. Students come to the classroom with a range of ability and skill levels.

How does professional development affect teaching performance? ›

Effective professional development should help teachers learn how to use their limited time in an efficient and effective manner. This training may focus on issues such as grouping strategies, use of volunteers and assistants, and differentiated instruction.

What should I write in an evaluation comment? ›

Start by writing the positive attributes of the employee, followed by his skills gaps and negative attributes that hinder him from achieving his goals. Next, explore opportunities like training programs that address those skills gaps and other ways for the employee to improve performance.

What makes a good and fair performance evaluation? ›

Performance appraisals should be conducted on a regular basis and should be honest, fair, and objective. Employees should also be made aware of where they stand, what they need to change, and what is working.

How do you get feedback from professional development? ›

How To Gather Feedback From Your Professional Development Sessions
  1. Get a feel for where your attendees are either before or after a session.
  2. Figure out where to go next with a particular group or individual.
  3. For your own personal reflection as a coach to determine how the session went and if it was successful.
27 Jan 2020

How can you evaluate for impact of learning? ›

Assessment is used to evaluate impact on learning through a process of gathering, analysing and reflecting on evidence. Improvements in learning rely on informed and consistent judgements. Effective teachers use assessment to evaluate the impact of their teaching on student learning.

What is your professional development plan? ›

A professional development plan documents the goals, required skill and competency development, and objectives a staff member will need to accomplish in order to support continuous improvement and career development.

How do you evaluate employee development? ›

Traditional employee development measurement

There are a variety of formats that can be applied to determine skill level and employee experience with the learning process. These formats include direct discussions with managers and HR staff; post-program quizzes and exams; surveys; and questionnaires.

How do you measure the success of a career development program? ›

Matching the Standards with the Results: Comparison between already established goals and objectives and achievement is the biggest indicator of the effectiveness of a career program. Lesser the difference between the two, more successful the program is.

How do you measure success in learning and development? ›

7 Learning and Development KPIs to Measure
  1. Retention of New Skills and Knowledge. ...
  2. Business Performance/Productivity Metrics. ...
  3. Course Net Promoter Score. ...
  4. Stakeholder Perception. ...
  5. Training Efficiency. ...
  6. Application of Knowledge. ...
  7. Employee Engagement.
21 Jun 2022

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Introduction: My name is Greg O'Connell, I am a delightful, colorful, talented, kind, lively, modern, tender person who loves writing and wants to share my knowledge and understanding with you.