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Evaluating Professional Development Training in Early Literacy: Alternatives for Measuring Participant Use of New Skills Post Training– Use of Action Plans and Levels of Use Indicators 

03-30-2015 16:49

A key challenge of evaluating professional development training is measuring how participants’ use and apply new knowledge and skills on the job post-training (Gusky, 2000; Phillips & Stone, 2002). Research shows that adoption of new skills is not likely to be universal or complete and participants need time to reflect and adapt new concepts to their own context. Therefore, gathering and analyzing information about whether or not new practices are used and how well they are used are essential evaluation activities for formative and summative use. Action plans and measures of level use represent important mechanisms of measuring participants’ use of new knowledge and skills, the degree of implementation and the quality of implementation. In this presentation, we will share examples of actions plans and applications of level of use indicators to assess a national training program for early childhood educators. Challenges and opportunities will be discussed.

#2010Conference #Collaborative,ParticipatoryandEmpowermentEval #Prek-12EducationalEvaluation #EvaluationUse

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Evaluating Professional Development Training in Early Literacy:Alternatives for Measuring Participant Use of New Skills Post Training - - Use of Action Plans & Levels of Use Indicators