The Evaluate phase of the Catalysed approach reflects back on changes that have been made, and by mapping through to original surveys in the Analyse stage it can provide a quantifiable measure of progress. This allows individual and group reflection over progress, and planning for next steps to ensure continuous improvement.
“Every teacher needs to improve, not because they are not good enough, but because they can be even better.”
Dylan Wiliam, Emeritus Professor of Educational Assessment
|Evaluation is central to the ADDIE approach, and rather than simply following on at the end is embedded in all phases|
The UK Government makes it clear in their standard for teachers’ professional development (July 2016) that providers of professional development should actively seek out evaluations of their work, and provide tools that allow participants to evaluate the impact of CPD on their practice.
Catalysed follows a research-based approach to evaluation, following the work of Guskey (2000) , and hence adopts a five stage model for evaluations:
- Level 1: Participants reaction: Will the information be useful? Did the material make sense? Was the leader knowledgeable and helpful?
- Level 2: Participants learning: Did the learner obtain new knowledge and skills?
- Level 3: Organisation, support and change: What was the impact on the organisation? What support was provided to initiate change/s.
- Level 4: Participants use of the new knowledge and skills: How does the participant apply new knowledge and skills. How is this assessed?
- Level 5: Student outcomes. What is the impact on learners? Achievement, Confidence, Attendance, Behaviour, Self-esteem.
We use multiple tools in order to gather this data during other phases of work, which can include card sort activities, micro evaluations in workshops and teaching session (often using digital tools such as Socrative, Google Forms, or similar apps), and semi-structured interviews with key stakeholders.