This document discusses the evaluation of educational management and supervision programs. It begins by outlining the objectives of helping students understand the need for evaluation, describing evaluation systems, and understanding evaluation criteria. It then defines evaluation as critically examining programs to improve effectiveness and inform decisions. Several reasons for evaluating school systems are provided, such as ensuring goals are met and programs are cost-effective. The document outlines Stufflebeam's CIPP model for context, input, process, and product evaluation. It discusses applying this model to strategic planning, implementation, and determining whether to continue programs. Overall, the document advocates for ongoing evaluation to improve educational quality and ensure goals and objectives are being met.

1. Educational
management and
supervision
6502
Asima shahzadi
asimashahzadi7@gmail.com

2. 2

3. After studying this unit students will be able:
1. To understand the need and importance of evaluation in management.
2. To describe the system of evaluation.
3. To understand the criteria of evaluation.
4. To improve the school management system through evaluation.
3
Objects of this Unit

4.  Evaluation is a process that critically examines a program. It involves collecting and
analyzing information about a program’s activities, characteristics, and outcomes. Its
purpose is to make judgments about a program, to improve its effectiveness, and/or to
inform programming decisions (Patton, 1987).
 Evaluating is often overlooked in the day to day affairs of the school system. In reality,
the ongoing evaluation of programs personnel, and activities maybe one of the more
important aspects of the quality of effort being extended by the organization.
4
Evaluation

5. The evaluation function is best performed when it is located under the super
intendment and not involved in any other function of the school organization.
1. It helps him in setting, refining and clarifying the objectives
2. It helps in educational planning
3. Evaluation helps planning of better strategies for education.
4. A sound program of evaluation clarifies the aims of education and it helps us to
know whether aims and objectives are attainable or not.
5. It helps us to undertake appropriate guidance services.
5
Need And Importance Of Evaluation In Management

6. The following questions should be examined:
 Is the target population being served?
 Is the program producing the desired results?
 Is the program cost effective?
 Is the program compatible with other programs?
 Does the program support the mission of the school?
6
Evaluation Process

7. According to Stufflebeam’s theory, the four types serve general decision
making categories: (CIPP model)
1. Context evaluation
2. Input evaluation
3. Process evaluation
4. Product evaluation
7
System of Evaluation

8.  A. Evaluation of Planning (Connected to Strategic Planning)

Context Evaluation
 Input Evaluation
 B. Evaluations of Implementation (connected to tactical planning)

Process Evaluation
 Process Evaluation
8
Use of the Context, Input, Process, and
Product Evaluation Model (CIPP Model)

9. Context evaluation provides information for the development of and
evaluation of mission, vision, values, goals and objectives, and priorities
purposes of this evaluation
(1) define the characteristics of the environment
(2) determine general goals and specific objectives
(3) identify and diagnose the problems or barriers which might inhibit
achieving the goals and objectives
9
Context Evaluation

10. Input Evaluation provides information for the development of program designs through
evaluation of data bases, internal and external stakeholders’ interests, WOTS UP?
(Weaknesses, Strengths, Threats, and Opportunities).
purposes of this Evaluation
(1) design a program (intervention) to meet the objectives
(2) determine the resources needed to deliver the program
(3) determine whether staff and available resources are adequate to implement the program
10
Input Evaluation

11. Process Evaluation develop ongoing evaluation of the implementation of
major strategies through various tactical programs to accept, refine, or
correct the program design (i.e. evaluation of recruitment, orientation,
transition, and retention of first year students).
purpose of this evaluation
(1) provide decision makers with information necessary to determine if the
program needs to be accepted, amended, or terminated.
11
Process Evaluation

12. Product Evaluation (P): evaluation of the outcome of the program to
decide to accept, amend, or terminate the program, using criteria directly
related to the goals and objectives (i.e. put desired student outcomes into
question form and survey pre- and post-). Loop back to the original
objectives in the Context Evaluation (C) to see if and how these would be
changed or modified based on the data.
Purpose of this evaluation
(1) decide to accept, amend, or terminate the program
12
Product Evaluation

13. The key consideration of organizational chart is the direct line relationship
between the director of evaluation services and the superintendent.
The implication is not that the evaluator does not have working relationships
with other central office and district administrators, but the evaluator must
have the freedom to focus, gather, and report useful information as close as
possible to the individual having ultimate responsibility for decision effecting
school.
13
Criteria of Evaluation

14. 14

15.  Evaluation is itself a methodological activity which is essential similar
weather we are trying to evaluate coffee machines or teaching
machines, plans for a house or plans for a curriculum.
 One of the values of this concept of evaluation is the emphasis on goals
and goal justification.
 Evaluation should not only be decision oriented but also goal oriented.
15
Improving Management through Evaluation

16.  Becoming aware that decision is needed is the first element of the decision
making structure
Stufflebeam’s Six Steps
1. State the decision situation in question form
2. Specified authority and responsibility for making the decision
3. Formulate decision alternatives
4. Specify criteria which will be employed in assessing alternatives
5. Determine decision rules for use in selecting an alternative
6. Estimate the timing of the decision
16
Role of Evaluation

17. Educators certainly need to know what did or did not work, and sound research
programs will be required to make this possible.
Following purposes of Evaluation
1. Evaluation should provide a sound basis for making judgments and developing
conclusions.
2. Evaluation should ensure continually improving process and programs of
education.
3. Evaluation should enable schools and school system to diagnose difficulties
and to avoid destructive upheavals.
17
Purposes of Evaluation

18. 18

19. 19