THE PROVUS DISCREPANCY EVALUATION MODEL

Malcom Provus in Ornstein and Hunkins in 1988 developed a discrepancy evaluation model with four components comprise the Determination of the program standard Determination of the program performance Comparisons of performances with standard Determination whether discrepancy exist between performance and standard.

Robert Zais 1976 proposed four different standards for evaluation Absolute maximum standard Absolute minimum standard Relative standard Multiple standard

COMPARISONS OF PERFORMANCE AND STANDARD BASED ON PROVUS DISCREPANCY EVALUATION MODELSTAGES I PERFORMANCE Design (space,personel,resources. material) Installation (actual operation) Process (instruction, leadership) Products (based on state objectives Cost (economic and socio political implications) STANDARD Design criteria

2

Installation fidelity

3

Process adjustment

4

Products assessment

5

Comparisons and Cost benefit

THE STAKE CONGRUENCY-CONTIGENCY MODEL ANTECEDENTS TRANSACTIONS OUTCOMES

CONGRUENCE-CONTINGENCY-CONTINGENCY MATRIX OF THE STAKE EVALUATION MODELTYPES OF INTENDED DATA CONTINGENCY OBSERVED DATA TYPES OF CONTINGENCY

STUFFLEBEAM CIPP MODEL CIPP-context input-process-product (CIPP)framework Context evaluation is a process of scanning of environment to determine the threats and opportunities that may affect the system under analysis

Input evaluation aims to provide information to determine the availability and usage of the human, physical and financial resources needed by the educational system to meet program goals

Process evaluation provides information on many aspects of the implementation of the curriculum Detect or predict defects on the procedural design such as adequacy of resources and time schedule Provide information for program decision such as conducting in service, activities Maintain a record of procedure as they occur such as instructional activities and other management functions.

PRODUCT EVALUATION - Furnishes data on knowledge , skills, attitudes and values developed through the implementation of the curriculum

GOAL FREE EVALUATION Scriven 1978 Conducting program analysis to examine the effects of curricular innovations and to determine the quality of the effects produced.

NATIONWIDE EVALUATION STUDIES PHILIPPINE EDUCATIONAL SYSTEM is a well-studied subject matter

THE MONROE SURVEY- 1925 Philippine legislature under thec ommonwealth GENERAL OBJECTIVES: Help Filipino people find and establish themselves through education Work towards school system suited wholly to the Filipino people .

THE SWANSON SURVEY 1959Finding detorioration of pupil performance in reading,language and arithmetic due to poor instructional methods large class sizes and inadequate supervision

PRESIDENTIAL COMMISION TO SURVEY PHILIPPINE EDUCATION (PCSPE) 1989 * EO 202 -1969 * Analyzed performance of the educational system and its relevance to national developmental goals, ascertain efficiency of the system and identify area which need more detailed investigation.

SURVEY OF OUTCOMES OF ELEMENTARY EDUCATION (SOUTELE) To conduct a critical self review of the educational system A battery of achievement test General mental ability test Student attitude inventory Questionaires

THE HOUSEHOLD AND SCHOOLMATCHING SURVEY ( HSMS) 1982 EPDITAF -Determinants of learning in Philippine elementary schools using the educational productions function models.

CONGRESSIONAL COMMISSION ON EDUCATION STUDY (EDCOM) Sen. Edgardo Angara -Enhancing the internal capability of the system to satisfactory implement the constitutional provisions in education. Providing the system with necesssary financial and other infrastracture support. Strengthening systems linkages with all sectors concerned in human resources development and assisting the system to achieve sectoral goals and target through strategies that are consistent with national development goals.

THE NATIONAL EVALUATION AND IMPACT OF STUDY OF PROED 1991 - Determine the factors affecting pupil achievement - Pointed to the need for improving pre-service and in-service training of teachers should include the development of skills in classroom management, teacher-pupil inter action, and use of instructional aids among others.