Republic of the Philippines Ramon Magsaysay Technological University GRADUATE SCHOOL Iba, Zambales EVALUATION AS A PROCESS Evaluation is a process

ss of assessing, measuring the educational system.

Evaluation is a global process to assess all changes of physical growth and deve lopment, behavioral and academic achievements.

As Indian Education Commission (1964-66) has remarked, "It is now agreed that ev aluation is a continuous process, forms an integral part of the total system of education and is intimately related to educational objectives, it exercises a gr eat influence on pupil's study habits and the teacher's method of instruction an d this helps not only to measure educational achievement but also to improve it. " "A process evaluation focuses on what services were provided to whom and how. It s purpose is to describe how the program was implemented--who was involved and w hat problems were experienced. A process evaluation is useful for monitoring pro gram implementation; for identifying changes to make the program operate as plan ned; and, generally, for program improvement." a process evaluation may also examine how the agencies interacted during implemen ation. Such an assessment might document changes in relationships among social a nd health service providers, educators, and client families. A process evaluatio n might document system change as evidenced by new intake procedures, new forms, memoranda of understanding, or interagency linkage agreements. In some cases, c hanges in relationships and systems may be specifically planned goals of the pro gram. In other cases, such changes may only be intermediate outcomes accomplishe d en route to the outcome of most interest to program: changes in the students." -Gomby and Larson (1992) Evaluation is the systematic collection and analysis of data needed to make deci sions, a process in which most well-run programs engage from the beginning. Characteristics of Evaluation (1) Evaluation is a comprehensive process. Evaluation is a global process it assess all aspects of development. There are d ifferent techniques which, are used by the teachers to evaluate the performance of the child. (2) Evaluation is a continuous process. Evaluation is a continuous process as education. It is not examination but exami nation is a part of evaluation process. There is no fixed time limit for the com pletion of evaluation work. But it is a continuous process. Evaluation Devices A good evaluation device is one which is securing valid evidence regarding the d esired change of behavior. A teacher needs to know the various devices that are helpful in gathering evidence on the changes taking place in pupil. (1) Written Examination.It is otherwise known as paper pencil tests. These are c ommonly used in school. Where, answers are to be written as per the instruction of question. (2) Oral Examination.These types of examination or tests are conducted for suppl ementing to written examination. Test of reading ability, pronunciation etc. whe re there is nothing to write. (3) Practical Examination.These tests are necessary to test experimental and man ipulative skills of learner particularly in subjects like Science, Technology, A griculture, Craft and Music. (4) Observation.Observation is used to evaluate overt behavior of pupil in contr

olled and uncontrolled situations. It is purposive, systematic and carefully vie wing/observing behavior and recording it. (5) Interviews.Interview is some times superior to other device. It is because o f the fact that pupil's are usually more willing to talk than write. (6) Questionnaire.Questionnaire is a systematic compilation of questions that ar e submitted to the pupils from whom information is desired. (7) Check-list.A check-list is an instrument that is used for collecting and rec ording evidence regarding significant behavioral tendencies of the pupils or spe cific problems they present in the classroom. (8) Rating Scale.Rating is a term applied to expression of opinion or judgment r egarding some situation, object or character. Rating scale is a device by which judgments can be quantified. (9) Records.Anecdotal records, cumulative record cards and dairies of pupils are some other devices used in evaluation process to know detail about child's beha vior. DIMENSIONS OF EVALUATION Process Evaluations Process Evaluations describe and assess program materials and activities. Examin ation of materials is likely to occur while programs are being developed, as a c heck on the appropriateness of the approach and procedures that will be used in the program. For example, program staff might systematically review the units in a curriculum to determine whether they adequately address all of the behaviors the program seeks to influence. A program administrator might observe teachers u sing the program and write a descriptive account of how students respond, then p rovide feedback to instructors. Examining the implementation of program activiti es is an important form of process evaluation. Implementation analysis documents what actually transpires in a program and how closely it resembles the program' s goals. Establishing the extent and nature of program implementation is also an important first step in studying program outcomes;that is, it describes the int erventions to which any findings about outcomes may be attributed. Outcome evalu ation assesses program achievements and effects. Outcome Evaluations Outcome Evaluations study the immediate or direct effects of the program on part icipants. For example, when a 10-session program aimed at teaching refusal skill s is completed, can the participants demonstrate the skills successfully? This t ype of evaluation is not unlike what happens when a teacher administers a test b efore and after a unit to make sure the students have learned the material. The scope of an outcome evaluation can extend beyond knowledge or attitudes, however , to examine the immediate behavioral effects of programs. Impact Evaluations Impact Evaluations look beyond the immediate results of policies, instruction, o r services to identify longer-term as well as unintended program effects. It may also examine what happens when several programs operate in unison. For example, an impact evaluation might examine whether a program's immediate positive effec ts on behavior were sustained over time. Some school districts and community age ncies may limit their inquiry to process evaluation. Others may have the interes t and the resources to pursue an examination of whether their activities are aff ecting participants and others in a positive manner (outcome or impact evaluatio n). The choices should be made based upon local needs, resources, and requiremen ts.

The Process of Educational Evaluation The general pattern of educational evaluation consists of four important

steps. a. Selection and Clarification of Objectives Evaluation and teaching should start with the clear formulation and statement of all educational objectives deemed worthy of attainment. b. Gathering of data in Terms of the Objectives The gathering of data on pupil progress and evidence relating to stages of growt h and development in terms of the objectives. This involves some kind of measure ment procedure which might shed light on learning. It may be done by the setting up of special, clearly-perceived test situations or by informal procedures such as observation, having the pupils think aloud. (Perhaps while using structured materials etc.) c. Ordering of Data It will be necessary for the teacher to bring the data together in some systemat ic manner so that an appraisal can be made on the basis of all evidence availabl e. d. Evaluation When the first three steps have been completed, teachers are in a position to ev aluate the development and learning of the pupils. This means that they will pla ce a value on something, they will make judgements by means of the collected dat a and with respect to the identified objectives. Where Program Evaluation is Helpful Frequent Reasons: Program evaluation can: 1. Understand, verify or increase the impact of products or services on customer s or clients - These "outcomes" evaluations are increasingly required by nonprof it funders as verification that the nonprofits are indeed helping their constitu ents. Too often, service providers (for-profit or nonprofit) rely on their own i nstincts and passions to conclude what their customers or clients really need an d whether the products or services are providing what is needed. Over time, thes e organizations find themselves in a lot of guessing about what would be a good product or service, and trial and error about how new products or services could be delivered. 2. Improve delivery mechanisms to be more efficient and less costly - Over time, product or service delivery ends up to be an inefficient collection of activiti es that are less efficient and more costly than need be. Evaluations can identif y program strengths and weaknesses to improve the program. 3. Verify that you're doing what you think you're doing - Typically, plans about how to deliver services, end up changing substantially as those plans are put i nto place. Evaluations can verify if the program is really running as originally planned. Other Reasons: Program evaluation can: 4. Facilitate management's really thinking about what their program is all about , including its goals, how it meets it goals and how it will know if it has met its goals or not. 5. Produce data or verify results that can be used for public relations and prom oting services in the community. 6. Produce valid comparisons between programs to decide which should be retained , e.g., in the face of pending budget cuts. 7. Fully examine and describe effective programs for duplication elsewhere.

MS KRISTINE JOY C. MANALO Graduate Student

ELIZABETH N. FARI N, Ed. D. Professor

Method Overall Purpose Advantages Challenges questionnaires, surveys, checklists when need to quickly and/or easily get lots of information from people in a non threatening way -can complete anonymously -inexpensive to administer -easy to compare and analyze -administer to many people -can get lots of data -many sample questionnaires already exist -might not get careful feedback -wording can bias client's responses -are impersonal -in surveys, may need sampling expert - doesn't get full story interviews when want to fully understand someone's impressions or experienc es, or learn more about their answers to questionnaires -get full range and dept h of information -develops relationship with client -can be flexible with client -can take much time -can be hard to analyze and compare -can be costly -interviewer can bias client's responses documentation review when want impression of how program operates without int errupting the program; is from review of applications, finances, memos, minutes, etc. -get comprehensive and historical information -doesn't interrupt program or client's routine in program -information already exists -few biases about information -often takes much time -info may be incomplete -need to be quite clear about what looking for -not flexible means to get data; data restricted to what already exists observation to gather accurate information about how a program actually oper ates, particularly about processes -view operations of a program as they ar

e actually occurring -can adapt to events as they occur -can be difficult to interpret seen beha viors -can be complex to categorize observations -can influence behaviors of program participants -can be expensive focus groups explore a topic in depth through group discussion, e.g., about r eactions to an experience or suggestion, understanding common complaints, etc.; useful in evaluation and marketing -quickly and reliably get common impress ions -can be efficient way to get much range and depth of information in short time - can convey key information about programs -can be hard to analyze response s -need good facilitator for safety and closure -difficult to schedule 6-8 people together case studies to fully understand or depict client's experiences in a program, and conduct comprehensive examination through cross comparison of cases -fully depicts client's experience in program input, process and results -powerful means to portray program to outsiders -usually quite time consuming to collect, organize and describe -represents depth of information, rather than breadth