Types of evaluation

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Types of evaluation

  1. 1. TYPES OF EVALUATION
  2. 2. BASED ON THE TYPE OF APPROACH: 1. HUMANISTIC APPROACH  goal-free 2. SCIENTIFIC APPROACH  purpose-driven
  3. 3. • EVALUATION OF LEARNING vs. • PROGRAM EVALUATION
  4. 4. EVALUATION OF LEARNING usually use in a classroom level to determine whether learning has taken place or is taking place in order to find out the effectiveness of instruction  still an area that is widely criticized
  5. 5. PROGRAM EVALUATION  to determine whether the interaction of the various components of the system ( inputs, processes, outputs ) is producing or has produced the desired results in order to find out the effectiveness of the program thru analysis.
  6. 6.  COST-EFFECTIVENESS ANALYSIS / COST-BENEFIT ANALYSIS  an educational tool which can provide educational managers a much clearer view of the various options and tradeoffs available to them when making decisions.
  7. 7.  it aims to discover ways such that the desired outcomes of the implementation of the curriculum may be attained with the least cost or given a specific amount of resources.
  8. 8. FORMATIVE EVALUATION vs. SUMMATIVE EVALUATION
  9. 9. FORMATIVE EVALUATION  is a process of quality control since it aims to detect deficiencies in the curriculum during the process of implementation in order to immediately undertake the necessary adjustment and revision to insure its success.
  10. 10. It is a fine-tuning-effort, that is why it is necessary to conduct this type of analysis at various stages of the implementation phase to gather information not only on whether the intended objectives are being realized but also to determine whether some unintended outcomes are being achieved unwittingly.
  11. 11. SUMMATIVE EVALUATION  its goal is to present a total picture of the quality of the curriculum after its wide-scale implementation in order to make a judgment on whether the expressed objectives were met or not.
  12. 12.  It has to be conducted at a strategic endpoint to enable the decision-makers view a total picture of the curriculum project.
  13. 13.  There’s a need to employ formal procedures which are more systematic and structured means of data gathering to obtain the desired information
  14. 14.  Sometimes it is conducted several years after the wide-scale implementation of the curriculum to determine the impact of the implemented curriculum on the educational system as well as on the larger community and due to the widerange of information needed from a variety of sources, IMPACT STUDIES are more difficult to undertake.
  15. 15. THANK YOU

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