Literaturnachweis - Detailanzeige
| Autor/in | Ayers, Jerry B. |
|---|---|
| Titel | Assessing Professional Outcomes in Professional Settings: The Case of Teacher In-Service. |
| Quelle | (1989), (6 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Leitfaden; Curriculum Evaluation; Elementary Secondary Education; Evaluation Methods; Formative Evaluation; Inservice Teacher Education; Outcomes of Education; Planning; Professional Development; Program Development; Program Evaluation; Program Implementation; Program Improvement; Summative Evaluation; Teacher Improvement; Teacher Workshops |
| Abstract | The evaluation of teacher inservice education programs is discussed. Evaluation of an inservice program is aimed at answering questions about the program's effectiveness and providing a description of the impact the experience has on the participants. Curriculum evaluation should be concerned with four kinds of decisions: (1) planning; (2) programming (specification of the procedures, personnel, facilities, budget, and other resource requirements); (3) implementing; and (4) recycling. Overall, program evaluation is approached through formative evaluation and summative evaluation. Formative evaluation is the modification and improvement of a program through its development and implementation. Summative evaluation is an end-of-experience assessment of the relevant dimensions of the evaluation design. A follow-up evaluation can take different forms to give additional important information about a program. The key to a successful evaluation of inservice teacher education is having adequate resources and development of a system during initial planning for a workshop. A reference section lists several manuals and articles on workshop and institute evaluation. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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