The document outlines the importance of evaluation programs in educational institutions, emphasizing the need for a dedicated evaluation committee led by the head of the institution. It describes the roles of various committee members and the functions of the evaluation committee, including setting objectives and coordinating evaluation activities for teachers, learners, and administrative services. Additionally, it highlights the necessity of assessing extracurricular activities and the administration itself to ensure a comprehensive evaluation of the educational system.

1. The Evaluation Program

2. Every school, college or university
ought to have an evaluation program for the
purpose of maximizing the effectiveness of
instruction.
The head of the institution
should take the initiative in organizing one.
But there should be a committee to take
charge of the evaluation
activities.
The Evaluation Program

3. ►The Evaluation
Committee
1. The head of the school, as chairman, on account of his
position, or his representative if he does not have enough
time to attend to the work of evaluation;
2. The deans of colleges and heads of other instructional
departments, if school is college or universities, on account of
their strategic positions;
3. The chairmen of the departments of the different disciplines,
on account of their knowledge of their respective disciplines
such as mathematics, natural science, social science, etc.
that may be appraised;

4. ►The Evaluation
Committee
4. The guidance counselor or guidance coordinator, on account
of his expertise in interpreting psychological test scores and
in guidance and counseling, aside from the fact that he keeps
the psychological cumulative records of the pupils or
students;
5. The registrar, on account of his easy access to scholastic
records of pupils and students because he is custodian of the
same;
6. The accountant of the school, on account of his knowledge of
the finances of the school and so acts as the financial adviser
of the group;

5. ►The Evaluation
Committee
7. The statistician of the school, if there is one, whose expertise
is necessary when statistical procedures are needed in
determining the meaning of achievement scores;
8. A psychometrician, if there is one, or one who knows about
psychological measurement because psychological tests are
involved;
9. The librarian and the head of the Audio-Visual Department
because of their knowledge of and access to instructional
materials;
10. A representative of the students or pupils who knows best the
problems of the studentry; and
11. Others. As mentioned earlier the school people themselves

6. ►Functions of the
Evaluation Committee
1. to set up a functional evaluation program
2. to formulate long-ranged and short-ranged evaluation
objectives
3. to formulate and approve policies, plans, and designs for an
effective accomplishments of the evaluation objectives
4. to coordinate all evaluation activities
5. to designate persons or subcommittees with the needed
qualifications to perform tasks
6. to resolve certain problems that may arise in the process of
evaluation

7. Educational Goals
and Objectives
►are commonly used terms in
educational planning and
policy-making.
An objective is an end or aim
towards which efforts are
exerted for its
attainment.
A goal is also an objective but it
is broader in scope than
objective, and it takes
long- range programs to attain
it.

8. Importance and Function
of Objectives
1. Objectives give direction to
teaching.
2. Objectives tell exactly what
to teach.
3. Objectives help in
determining the technique of
teaching.
4. Objectives give continuity to
the lesson.
5. Objectives determine the
outcomes of learning.
6. Objectives may serve as a
basis for determining the
effectiveness of a teaching
process.

9. Formulation of
Instructional Objectives
1. Specific Objective:
This is an objective for a
small unit of learning which
is complete by itself and
which can be attained in one
or two periods of study.
2. General Objective:
Is broader in scope than
specific objective and it
includes a big unit of study
may encompass several
specific objectives.

10. Evaluation of the
Outcomes of objectives
Schools have the time-honored
objectives of developing the
command of the
fundamental processes, worthy
home membership, civic
efficiency, health, and wise
use of leisure.
1. by testing
2. by observation
3. by student survey
4. by psychological testing
5. by interview

11. ► The Learner
One of the most important
functions of evaluation is appraisal of
the learner. In fact an educational
system is organized, school building are
built, teacher are hired, and facilities are
acquired only because of
the learners.
That is how important the learners are.

12. ► The Learner
1. the administration of standard
psychological tests,
standard achievement tests,
and teacher-made tests
2. comparing performance
in I.Q tests and performance
in teacher-made tests
3. comparing present
with previous performance
4. observation
Among the various methods of appraising the learner are as follows:

13. ► The Learner
5. questionnaire and/or interview
6. health examination
7. autobiography and
philosophy of life
8. parental interview
9. visitation
Among the various methods of appraising the learner are as follows:

14. ► The Teacher
1. observation of actual teaching
work
2. examination of lesson plans,
syllabi, tests, and test papers
of students
3. peer observation and evaluation
4. student evaluation
5. self-evaluation
6. meetings and conferences
7. test performance of students
The teacher is a key figure in the instructional program and has to be
evaluated too.
Among the methods used by some schools in evaluating the teacher are
following:

15. ► The Teacher
8. observation of campus activities
9. questionnaire and/or interview
10. administration of psychological
tests
11. autobiography and
philosophy of life
12. educational qualifications
13. medical and dental examination
14. visitation
The teacher is a key figure in the instructional program and has to be
evaluated too.
Among the methods used by some schools in evaluating the teacher are
following:

16. ► Student Services
Among the questions that may be
asked are the following:
1. Are the employees serving the
students friendly and helpful?
2. Are the services being rendered
fast and efficient?
3. Are the standard operational
procedures easy and convenient to
follow?
Included to be evaluated are the services being rendered by the school to its
students and pupils.

17. ► Extra-Curricular or
Co-Curricular Activities
Extra- or co-curricular activities refer to the activities of students
that are outside the official classroom activities but are designed
to help in the total development of the students.
Some of these are athletics, sports, clubs and associations,
fraternities, student government, convocations, and the like.
Some are mandated by the school and even by the higher
educational authorities. It is the function of the Evaluation
Committee to look into whether these activities are contributing
to the total development of the students, or impinging upon the
efficiency of the instructional program, or too much a burden to
the students in time, effort, and money.

18. ► The Administration
The school administration should not exempt itself from
evaluation. In fact it should offer itself to be the first
to be evaluated.
There are many aspects of administration that have to be
evaluated. Some are the enforcement of discipline,
rules and regulations, its effort to acquire needed
instructional facilities, adequacy of classrooms, its
relationship with the students and the faculty, its
capacity for planning and implementation, its vision,
to mention a few.
Observation and taking inventory may also be employed.