The Islamic University- Gaza Deanery of Higher Education Faculty of ...

Table (2.1)Guskey’s Evaluative Model (Guskey, 2000, p. 79)Evaluation Level1.Participants‟ Reactions2.Participants‟ Learning3.Organization Support & Change4.Participants‟ Use of NewKnowledge and Skills5.Students Learning OutcomesWhat Questions AreAddressed?Did they like it?Was their time well spent?Did the material make sense?Did participants acquire theintended knowledge andskills?What was the impact on theorganization?Did it affect organizationalclimate and procedures?Did participants effectivelyapply the new knowledge andskills?(How are participants usingwhat they learned?What was the impact onstudents?Did it affect studentperformance or achievement?Did it influence students‟physical or emotional wellbeing?How Will Information BeGathered?Questionnaires administered atthe end of the session.Paper-and-pencil instrumentsSimulationsDemonstrationsDistrict and school recordsMinutes from follow-upmeetings.QuestionnairesQuestionnairesStructures interviews withparticipants and theirsupervisorsStudent recordsSchool recordsQuestionnairesStructured interviews withstudents, parents, teachers,and/or administratorsParticipant portfoliosWhat is Measured orAssessed?Initial satisfaction withthe experienceNew knowledge andskills of participantsThe organization‟sadvocacy, support,accommodation,facilitation, andrecognition.Degree and quality ofimplementationStudent learningoutcomes:How Will InformationBe Used?To improve programdesign and deliveryTo improve programcontent, format, andorganizationTo document andimprove organizationalsupportTo inform future changeeffortsTo document andimprove theimplementation ofprogram contentTo focus and improve allaspects of programdesign, implementation,and follow-upTo demonstrate theoverall impact ofprofessional development- 45 -