Evaluation Resources

​The external links from this webpage provide additional information that is consistent with the intended purpose of this site. NIGMS cannot attest to the accuracy or accessi​bility of a nonfederal site.

NIGMS-funded training programs must conduct ongoing program evaluations to monitor the effectiveness of their training and mentoring activities in meeting the stated goals. The following evaluation resources include guides, reports, tools and relevant literature on various aspects of evaluation. This is not a comprehensive guide to the field of evaluation or to developing an evaluation. The resources listed are free and publicly accessible, as of the time this site was developed.

The content within these evaluation resources is neither created nor endorsed by NIGMS; the listing is intended to serve as potential resources for programs as they develop and refine their evaluation plans. NIGMS isn't responsible for the availability or content of these external sites, nor does it endorse, warrant, or guarantee the products, services, or information described or offered at these sites.

The first section provides general resources on evaluation, and the second section provides resources on STEM education and research training evaluation​.

The final sections provide answers to evaluation-related frequently asked questions (FAQs) received by NIGMS program staff​​​​​.

General Evaluation Resources:

Free Resources:

STEM Education and Research Training Evaluation Resources:

Free Resources:

Relevant Literature:

  • Entering Research Learning Assessment (ERLA): Validity Evidence for an Instrument to Measure Undergraduate and Graduate Research Trainee Development. Butz A, Branchaw J. (2020). CBE — Life Sciences Education, 19(2), p.ar18. https://www.lifescied.org/doi/10.1187/cbe.19-07-0146
  • Program evaluation practices and the training of PhD students in STEM. Reeves PM, Claydon J, Davenport GA. (2022). Studies in Graduate and Postdoctoral Education, Vol. 13 No. 2, pp. 109-131. https://doi.org/10.1108/SGPE-04-2021-0029
  • The role of scientific communication in predicting science identity and research career intention. Cameron C, Lee HY, Anderson CB, Trachtenberg J, Chang S. (2020). PLOS ONE, 15(2): e0228197. https://doi.org/10.1371/journal.pone.0228197
  • Perspective: Adopting an Asset Bundle Model to Support and Advance Minority Students' Careers in Academic Medicine and the Scientific Pipeline. Johnson J, Bozeman B. (2012). Academic Medicine: Journal of the Association of American Medical Colleges, 87. https://doi.org/10.1097/ACM.0b013e31826d5a8d
  • Where Do Our Graduates Go? A Tool Kit for Tracking Career Outcomes of Biomedical PhD Students and Postdoctoral Scholars. Silva E, Mejía A, Watkins E. (2019). CBE — Life Sciences Education, 18(4), p.le3. https://doi.org/10.1187/cbe.19-08-0150
  • Questioning Assumptions. Poodry C, Asai D. (2018). CBE — Life Sciences Education, 17(3), p.es7. https://doi.org/10.1187/cbe.18-02-0024
  • The Mentoring Competency Assessment: validation of a new instrument to evaluate skills of research mentors. Fleming M, House S, Hanson VS, Yu L, Garbutt J, McGee R, Kroenke K, Abedin Z, Rubio DM. (2013). Academic Medicine: Journal of the Association of American Medical Colleges, 88(7), 1002–1008. https://doi.org/10.1097/ACM.0b013e318295e298
  • Competency-based assessment for the training of PhD students and early-career scientists. Verderame MF, Freedman VH, Kozlowski LM, McCormack WT. eLife. 2018 May 31;7:e34801. https://doi.org/10.7554%2FeLife.34801

Relevant Journals​: