This document discusses the importance of evaluation in planning, developing, and ensuring quality in education. It provides definitions of evaluation from various sources that describe evaluation as the systematic analysis and assessment of programs and institutions to judge their quality and make recommendations. Evaluation involves collecting valid and reliable information to analyze how well goals are being achieved in order to make informed decisions. It is seen as a key activity for quality assurance and improvement in higher education.

2. PLANNING
DEVELOPMEN
T
TEACHER
S
LEARNER
S
SCHOOL
SOCIETY
NATION

3.  planning
 implementing
evaluating

4. These are activities that will be
implemented to achieve the aims.
It correspond with
the PROCESS EVALUATION

5. “The general process of a systematic
and critical analysis leading to
judgments and/or recommendations
regarding the quality of higher
education institution or a
programme.”
-UNESCO
Taken from: www.qualityresearchinternational.com/glossary/evaluation.htm

6. “Evaluation is the central activity to
ensure quality in higher education”
-The Glossary to the
Berlin Summit of 2003
Taken from: www.qualityresearchinternational.com/glossary/evaluation.htm

7. “Quality evaluation is a constant
evaluation of the possibility of
meeting the set demands.”
-The Tempus
Taken from: www.qualityresearchinternational.com/glossary/evaluation.htm

8. “Program evaluation is the use of social
research procedures to systematically
investigate the effectiveness of the
program.”
-Rossi, Freeman and Lipsey
Taken from: www.qualityresearchinternational.com/glossary/evaluation.htm

9. “Evaluation is an organized
collection of information that is valid
and reliable, effective and appropriate
analysis of the degree of this
information to set standards for the
goals set in advance to take
appropriate decisions thereon.”

10. “...not as ends in themselves,
but instead as important tools
for achieving improved
outcomes.”

11. Program Evaluation typically involves
assessment of one or more of the five
domains (Rossi et al):
1. The need for the program
2. Design of the program
3. Program implementation
4. Program impact or outcomes
5. Program efficiency

12.  Identify the strength and
weaknesses
 Monitor desired results
 Guide if can be labeled as
success
 Decision making

13.  Because it can greatly improve
the management and
effectiveness of your
organization and its programs

14. Happens as soon as the
program implementation begins
 It measures how well things
are going, and provides early
warning to any problems that
arise which we need to fix

15. Consider the purpose
Consider the budget
Identify who will want to see or
use the result of evaluation
 Choose your evaluation
method (Qualitative or
Quantitative)

16.  What are the problems with the plan?
 What have we achieved?
 What have we not achieve?
 Why have we not achieved it?
 How do we improve what we have
achieved?

17. It highlight weaknesses in the plan
and throws up matters for revision
of the plan for the balance of the
plan period
It takes the place of Diagnosis of
the Planning Stage
in providing basis for
replanning

18. “Quality is never an
accident. It is always
the result of intelligent
effort”
- John Ruskin

19. “Quality of education is never an
accident. It is always the result
of intelligent planning,
implementation and
evaluation”
-Mangulabnan,2018