The evaluation of advanced inservice courses for teachers: the challenge to providers1

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Abstract
Financial and political pressures may well combine with increasing professional criticism to force providers of advanced inservice courses ‐ primarily diplomas and masters degrees ‐ to evaluate their work in order to respond to the currently dominant demands for clear professional relevance and in some cases even to survive. Evaluation of a systematic kind of these courses demands response to three levels of challenge: the challenge of notions of professional relevance implicit in new styles of INSET; the conceptual and organizational challenge of course evaluation; and the challenge of the climate and structure of the providing institutions ‐ universities, polytechnics and colleges. A consideration of each of these suggests difficulties and dangers as well as opportunities and priorities for the evaluation process.

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