| Abstract: | In England and Wales, Teacher Training Agency funded professional development for teachers must be evaluated for its impact on pupils in schools. Further, it is the responsibility of the Higher Education Institution to provide evidence of impact. A case study illustrates the possibilities and difficulties of providing such evidence. The article concludes that, although this is a desirable development, ethically sound and politically correct, evaluation of impact is probably unrealistic for the majority of programmes. The evidence presented here was used by Leeds Metropolitan University in the recent inspection of its provision. The programme was rated at 'one' (the highest point) on a four-point scale for impact. |
