3. Education Evaluation
✘ • is an essential part of educational
policy-making, planning, and
implementation
✘ • a method for evaluating the merit,
value, and relevance of educational
initiatives and activities that is
systematic, ongoing, and thorough.
✘ • a tool in the continuing quality
improvement of schools as an
3
4. 4
In layman’s term:
• the process of ascerting the
quality of education provided by
schools
• provides information that could
lead to improvements in school
procedures, programs, projects,
activities, and policies
6. Instructional and Grading
6
• Teachers make instructional
judgments based on the extent
to which the intended learning
goals are met.
• Data is obtained from test
results and performance scores.
7. Diagnostic
7
• Teachers can discover the root
cause(s) of a problem by assessing
the strengths and weaknesses of
their students.
8. Selection and Payment
8
Evaluation data may also be
gathered to select the students
to be admitted to a program or
activity. Moreover, the
placement decision is made
once the student is admitted to
the school and usually intends
to identify students who need
remediation or enrichment
10. Program/Curriculum
10
Based on results of evaluation,
school administrators may
decide to continue, discontinue,
revise or pursue a program,
activity, and curriculum.
11. Administrative Policy
11
Given the available resources
of the school, a thorough
evaluation of the efficiency of
utilization of funding and assets
shall provide the basis for
modifications in plans, policies
and processes.
12. 12
According to the American Evaluation
Association (2018), the five guiding
principles for evaluators are as follow:
13. 13
Evaluation is an intrinsic and
essential component of teaching
and learning.
Educational assessment typically
uses preselected measurements
such as norm referenced
standardized tools to measure and
evaluate quality of learners,
14. 14
Competency evaluation
- is a means for teachers to
determine the ability of
their students, not necessarily
through a standardized test.
Performance
evaluation
- ascertains the extent of capability to
demonstrate a particular
skill.
15. 15
Course evaluation
- evaluates the quality of the
delivery of a given
course.
Program evaluation
- determines if a program “works”.
All of
these are components of
educational evaluation.
17. Planning
17
In the planning phase, there must be
constructive alignment
among objectives, programs and
evaluation criteria.
What are the program’s conceptual
underpinnings?
What information is needed to make
decisions?
Which stakeholders will be directly
involved in the process?
Designing the data collection tool is also
18. Implementation
18
In the implementation phase,
the prior concern is the
administration of the data
collection tool.
Extra care in data gathering
and
handling is a must to ensure
authenticity of findings.
19. Analysis
19
In the analysis phase,
objectivity in interpretation and
credibility
of the findings are to be
established.
Appropriate quantitative and
qualitative
data analysis tools must be
20. Reporting
20
translating the evaluation results in
concordance with the context of the
recipients of the findings. Data
presentation must lead to clarity and
not confusion. Consequently, the
results
will lead to planning for program
changes.
21. 21
As evidence of the significance of educational
evaluation, many schools
pursue accreditation endeavors. DepEd, CHED
and TESDA have
established respective standards for K-12,
tertiary and technical-vocational
education. These standards have become the
basis of the evaluation tools of
several external accrediting agencies such as
PACUCOA, PAASCU,
ACSCU, AACCUP and etc.
