1. Participants’ reactions

   Participants’ reactions simply determine whether participants liked the professional development experience. To assess effectiveness at this level the questions asked include: Was this useful? Was this enjoyable? Were the participants comfortable? Typically, this is the most common form of professional development evaluation collected through exit surveys and feedback forms. Using this information allows for improved delivery and design of professional development experiences.

2. Participants’ learning

   Participants’ learning measures the knowledge gained by participants. Was the intended knowledge acquired? Often this information is gathered through participant reflections or portfolios, and provides information about new knowledge gained by participants. This information is critical for program improvement.

3. Organization support & change

   Organization support and change determines whether policies of the organization hinder implementation. By asking if the implementation was advocated and if resources were available, using district records and interviews, organizers can determine the level of support for their professional development. Evaluating professional development at this level is important to improve organization support and inform change.

4. Participants’ use of new knowledge and skills

   Participants’ use of new knowledge and skills addresses whether the professional development made a difference. Was knowledge applied? By gathering information through interviews, reflections, and observations one can gauge the quality of implementation, and use this information to improve implementation of content.

5. Student learning outcomes

   Student learning outcomes determines the impact on students. Did the professional development affect student performance? Examining student records and school records will provide information about student achievement, attitudes, and skills. This information is critical to improve program design, implementation, and follow-up.