The document discusses education indicators and their functions. An indicator is defined as a measurable characteristic that shows progress toward achieving an outcome. Good indicators are specific, observable, unambiguously defined, and relate educational inputs to processes, outputs, and outcomes. Examples of indicators include student-teacher ratios and textbooks per student. The education production function underlies research on the effects of school resources, relating various inputs to outputs and outcomes. General features of a good indicator are that it is measurable, describes key features of the education system, links to goals, is relevant, problem-oriented, statistically valid, collectible, comprehensive, understandable, identifies trends over time, and applicable at different levels of the education system.

1. INDICATORS
EDUCATION PRODUCTION
FUNCTION
AMALIA D. AQUINO

2. • Measures of a component - or of the interaction or
relationship of components of education (input,
process, output or outcome).
• This includes individual (student, teacher) and/or
system performance along dimensions judged
important in planning and resource allocation e.g.
test scores as an indicator of student achievement.

3.  An indicator is a specific, observable and
measurable characteristic that can be used
to show changes or progress a program is
making toward achieving a specific
outcome.
 There should be at least one indicator for
each outcome. The indicator should be
focused, clear and specific.

4.  An indicator should be defined in precise,
unambiguous terms that describe clearly
and exactly what is being measured.
 Indicators do not specify a particular level
of achievement -- the words “improved”,
“increased”, or “decreased” do not belong
in an indicator.

5.  Performance indicators relate inputs to
process or outputs to inputs. Examples
include student/ teacher ratio units, and
textbooks per student.

6.  An indicator of education performance is defined
as the relationship between one component of
the educational system - pupils - and another
such as teachers in terms of their interaction
within the system.
 Two variables are combined to form a ratio
indicator. It is measured or "derived" from two
variables
 relate inputs to process or outputs to inputs.
Examples include student/ teacher ratio units,
and textbooks per student.

7. The education production function
(EPF) underlies all quantitative research on
the effects of school resources.
The EPF is rooted in the economic theory of
production and is defined as all the
combinations of inputs that produce any given
set of school outputs (e.g., test scores).

8. The four components of system:
INPUTS
PROCESSES OUTPUTS OUTCOMES
Real resources
used in education.
The interactions
between students and
inputs and among in
teaching/learning
processes and contexts
(in the classroom or
library.
• Attendance and
absenteeism by
students and teachers
and such factors as
administrative
characteristics (e.g.,
autonomy) are other
examples.
The direct and
more immediate
results or effects of
education such a
students graduated
and increments to
test scores.
Ultimate or eventual
effects of education
such as increased
earnings employment
contribution to
productivity improved
health, decreased
crime and other non-
monetary outcomes of
education. Indicators
are usually classified
as belonging to one or
other of these four
categories.

10. General Features
A good indicator, when measured, has the
following properties:
• a) focuses on measurable variables
• b) describes central features of the education system
• c) links to the system's goals by providing a measure of progress or change
• d) relevant to education policy
• e) problem oriented
• f) possesses some predictive value
• g) generally accepted as statistically valid and reliable
• h) data scope or elements are collectible in terms of time, expertise and cost
• i) comprehensive and meaningful
• j) understandable to all major interested users
• k) identifies trends over time
• I) applicable or useful at different levels (national to sub-national, to
management to grassroots/schools)

12. SCHOOL-BASED MANAGEMENT
ASSESSMENT TOOL (DepED
Order NO. 83 s. 2012) with
CONTEXTUALIZED MEANS OF
VERIFICATIONS (MOVs)

14. Thank You