1. 1. The Evaluation Program
2. 2. Every school, college or university ought to have an evaluation program for the purpose of maximizing the effectiveness of instruction. The head of the institution should take the initiative in organizing one. But there should be a committee to take charge of the evaluation activities. The Evaluation Program
3. 3. The Evaluation Committee 1. The head of the school, as chairman, on account of his position, or his representative if he does not have enough time to attend to the work of evaluation; 2. The deans of colleges and heads of other instructional departments, if school is college or universities, on account of their strategic positions; 3. The chairmen of the departments of the different disciplines, on account of their knowledge of their respective disciplines such as mathematics, natural science, social science, etc. that may be appraised;
4. 4. The Evaluation Committee 4. The guidance counselor or guidance coordinator, on account of his expertise in interpreting psychological test scores and in guidance and counseling, aside from the fact that he keeps the psychological cumulative records of the pupils or students; 5. The registrar, on account of his easy access to scholastic records of pupils and students because he is custodian of the same; 6. The accountant of the school, on account of his knowledge of the finances of the school and so acts as the financial adviser of the group;
5. 5. The Evaluation Committee 7. The statistician of the school, if there is one, whose expertise is necessary when statistical procedures are needed in determining the meaning of achievement scores; 8. A psychometrician, if there is one, or one who knows about psychological measurement because psychological tests are involved; 9. The librarian and the head of the Audio-Visual Department because of their knowledge of and access to instructional materials; 10. A representative of the students or pupils who knows best the problems of the studentry; and 11. Others. As mentioned earlier the school people themselves
6. 6. Functions of the Evaluation Committee 1. to set up a functional evaluation program 2. to formulate long-ranged and short-ranged evaluation objectives 3. to formulate and approve policies, plans, and designs for an effective accomplishments of the evaluation objectives 4. to coordinate all evaluation activities 5. to designate persons or subcommittees with the needed qualifications to perform tasks 6. to resolve certain problems that may arise in the process of evaluation
7. 7. Educational Goals and Objectives are commonly used terms in educational planning and policy-making. An objective is an end or aim towards which efforts are exerted for its attainment. A goal is also an objective but it is broader in scope than objective, and it takes long- range programs to attain it.
8. 8. Importance and Function of Objectives 1. Objectives give direction to teaching. 2. Objectives tell exactly what to teach. 3. Objectives help in determining the technique of teaching. 4. Objectives give continuity to the lesson. 5. Objectives determine the outcomes of learning. 6. Objectives may serve as a basis for determining the effectiveness of a teaching process.
9. 9. Formulation of Instructional Objectives 1. Specific Objective: This is an objective for a small unit of learning which is complete by itself and which can be attained in one or two periods of study. 2. General Objective: Is broader in scope than specific objective and it includes a big unit of study may encompass several specific objectives.
10. 10. Evaluation of the Outcomes of objectives Schools have the time-honored objectives of developing the command of the fundamental processes, worthy home membership, civic efficiency, health, and wise use of leisure. 1. by testing 2. by observation 3. by student survey 4. by psychological testing 5. by interview
11. 11. The Learner One of the most important functions of evaluation is appraisal of the learner. In fact an educational system is organized, school building are built, teacher are hired, and facilities are acquired only because of the learners. That is how important the learners are.
12. 12. The Learner 1. the administration of standard psychological tests, standard achievement tests, and teacher-made tests 2. comparing performance in I.Q tests and performance in teacher-made tests 3. comparing present with previous performance 4. observation Among the various methods of appraising the learner are as follows:
13. 13. The Learner 5. questionnaire and/or interview 6. health examination 7. autobiography and philosophy of life 8. parental interview 9. visitation Among the various methods of appraising the learner are as follows:
14. 14. The Teacher 1. observation of actual teaching work 2. examination of lesson plans, syllabi, tests, and test papers of students 3. peer observation and evaluation 4. student evaluation 5. self-evaluation 6. meetings and conferences 7. test performance of students The teacher is a key figure in the instructional program and has to be evaluated too. Among the methods used by some schools in evaluating the teacher are following:
15. 15. The Teacher 8. observation of campus activities 9. questionnaire and/or interview 10. administration of psychological tests 11. autobiography and philosophy of life 12. educational qualifications 13. medical and dental examination 14. visitation The teacher is a key figure in the instructional program and has to be evaluated too. Among the methods used by some schools in evaluating the teacher are following:
16. 16. Student Services Among the questions that may be asked are the following: 1. Are the employees serving the students friendly and helpful? 2. Are the services being rendered fast and efficient? 3. Are the standard operational procedures easy and convenient to follow? Included to be evaluated are the services being rendered by the school to its students and pupils.
17. 17. Extra-Curricular or Co-Curricular Activities Extra- or co-curricular activities refer to the activities of students that are outside the official classroom activities but are designed to help in the total development of the students. Some of these are athletics, sports, clubs and associations, fraternities, student government, convocations, and the like. Some are mandated by the school and even by the higher educational authorities. It is the function of the Evaluation Committee to look into whether these activities are contributing to the total development of the students, or impinging upon the efficiency of the instructional program, or too much a burden to the students in time, effort, and money.
18. 18. The Administration The school administration should not exempt itself from evaluation. In fact it should offer itself to be the first to be evaluated. There are many aspects of administration that have to be evaluated. Some are the enforcement of discipline, rules and regulations, its effort to acquire needed instructional facilities, adequacy of classrooms, its relationship with the students and the faculty, its capacity for planning and implementation, its vision, to mention a few. Observation and taking inventory may also be employed.