A comprehensive evaluation design consists of various evaluation instruments
that are used to collect feedback before, during, and after a professional
development activity. This design provides a basis for understanding the
participants' perception of the professional development activity, the
usefulness and relevance of the activity, and the long-term effects of
Hawkes (1994) describes the evaluation design for the Milwaukee Principals
Institute, held in July 1994. This evaluation consisted of four parts:
- "Pre-Institute Survey: This instrument
sampled the expectations the participants had for the Institute and what
their previous professional development experiences had been like. It also
provided an insight into participant goals for school leadership and created
a baseline to compare and contrast participant responses given at the end
of the Seminar. [This survey was mailed to participants approximately two
weeks before the seminar; participants were asked to present the completed
surveys during registration.]
- Daily Evaluations: This was evaluation
in the most formative sense. Because the daily
evaluations were brief and direct, requiring only 10-15 minutes of the
participants' time at the end of each day, they provided the Seminar planners
with information that allowed them to make instant changes where necessary
on a day-to-day basis.
- Impromptu Participant Interviews: About 10 interviews were conducted
randomly with participants to sample their feelings about Seminar components
such as activities, organization, quality of delivery, relevance, etc.
Each interview lasted approximately 15 to 20 minutes.
- Final Survey: This instrument included
both forced-choice and open-ended items that the participants responded
to at the end of the Seminar. The survey provided the most detailed evaluation
data and anchored the evaluation process." (p. 4)
Copyright © North Central Regional Educational Laboratory. All rights reserved.
Disclaimer and copyright information.