Educational Planning and Management-PLAN EVALUATION CEBU TECHNOLOGICAL UNIVERSITY

1. Plan Evaluation
(Educational Planning and Management)
ED 712
SAT/8:00 AM-12:00 PM
Prepared and Presented by
WELFREDO JR. L. YU,LPT,MA.ED
Student , DEV.ED.D
Presented to
EMILY C. ROSAL, DPA ,PH.D TM
Professor
UPV 07-14-18

2. Objectives:
• Define Plan Evaluation.
• Discuss the Importance of Evaluation.
• Discuss the Features of a Plan Evaluation Process.
• Discuss the Issues in Program Evaluation.
• Explain who are involved in Evaluation.
• Explain how is a Program Project Evaluation.
• Explain the Criteria for Evaluating Education Plan.

3. Plan Evaluation
•Evaluation is the systematic application of
scientific methods to assess the design,
implementation, improvement or outcomes of a
program (Rossi & Freeman, 1993; Short, Hennessy,
& Campbell, 1996).

4. Plan Evaluation
• An evaluation plan is a written document that describes how
you will monitor and evaluate your program, as well as how
you intend to use evaluation results for program improvement
and decision making.
•The evaluation plan clarifies how you will describe
the "What," the "How," and the "Why It Matters" for
your program.

5. Importance
of Evaluation
• It serves as a reference when questions arise about
priorities, supports requests for program and evaluation
funding, and informs new staff.
• Evaluation data enable the curriculum development, to
determine the effectiveness of new procedures, identify areas
where revision is needed.
• provides a systematic method to study a program, practice,
intervention, or initiative to understand how well it achieves
its goals.

6. Elements of an
Evaluation Plan
An evaluation plan should be an integral part of your overall
written plan for a quality reporting project. To support the
planning of an evaluation, this covers the following
topics:
 Purpose of the Evaluation
 Evaluation Questions
 Evaluation Criteria
 Timetable and Work Plan
 Collecting Data for an Evaluation
 Data Collection Methods To Answer Evaluation Questions
 Data Collection Tools and Activities
 Data Analysis
 Reporting Evaluation Findings

7. Features of a plan
evaluation process
• The program evaluation process goes through
four phases:
— planning, implementation, completion, and
dissemination and reporting
— that complement the phases of program
development and implementation

8. Features of a plan
evaluation process
•Planning
-The relevant questions during evaluation
planning and implementation involve
determining the feasibility of the evaluation,
identifying stakeholders, and specifying short-
and long-term goals.

9. Features of a plan
evaluation process
•Implementation — Formative and Process
Evaluation
-Evaluation during a program’s implementation may
examine whether the program is successfully recruiting
and retaining its intended participants, using training
materials that meet standards for accuracy and clarity,
maintaining its projected timelines, coordinating
efficiently with other ongoing programs and activities,
and meeting applicable legal standards.

10. Features of a plan
evaluation process
•Completion — Summative, Outcome,
and Impact Evaluation
-evaluation may examine its immediate outcomes
or long-term impact or summarize its overall
performance, including, for example, its efficiency
and sustainability. A program’s outcome can be
defined as “the state of the target population or
the social conditions that a program is expected
to have changed,” (Rossi et al., 2004, p. 204).

11. Features of a plan
evaluation process
•Dissemination and Reporting
-one needs to develop a dissemination plan during
the planning stage of the evaluation. This plan
should include guidelines on who will present
results, which audiences will receive the results,
and who will be included as a coauthor/benefit on
manuscripts/evaluation plan and presentations.

12. Features of a plan
evaluation process
Evaluation is
construed as part of
a larger managerial
or administrative
process. Sometimes
this is referred to as
the planning-
evaluation cycle.
Source:https://conjointly.com/kb/planni
ng-evaluation-cycle/

13. Issues in Program
Evaluation
•Common Issues:
-common issues to evaluation program include:
• Lack of funding to plan for or carry out evaluation
activities or hire an independent evaluator.
• Lack of staff to support data collection and evaluation
activities.
• Limited time to carry out an evaluation.

14. Issues in Program
Evaluation
•Poor Planning
-Failing to plan for just about anything
usually results in poor outcomes, and the
same is true when you’re conducting an
evaluation.

15. Issues in Program
Evaluation
•Lack of Readiness
-If an evaluation isn’t seen as a priority there can
be a lack of buy-in from staff and stakeholders in
the evaluation process, which can result in limited
resources, uncooperative staff, and an absence
of understanding of why the evaluation is even
needed or valuable.

16. Issues in Program
Evaluation
•Ineffective Approaches
-If you don’t use the right data collection methods, you
don’t understand how to properly and correctly identify
data, you don’t have a thorough understanding of outputs
and outcomes and/or you don’t choose the right
evaluator for your project, then guess what? You won’t
have an effective or positive evaluation experience.

17. Issues in Program
Evaluation
•Bad Questions
-Deciding on the right questions to ask to get you the results you’re
looking for is a key element of the evaluation process. Asking the
wrong questions can derail a project. So, just what are ‘bad’
questions? Questions that are unclear, that use too much jargon, that
don’t take into account the audience, that are biased in any way, and
that don’t have a clear and understandable method for participants to
respond are all problems that will upend the evaluation process.

18. Issues in Program
Evaluation
•Bad Data
-If you ask bad questions, you’ll get bad responses. In
addition, if you don’t properly and cleanly input the data
you do get, if there is missing, messy or unorganized
data, then the results will also be messy and unorganized
and, ultimately, not useful.

19. Issues in Program
Evaluation
• Too much Data
-When it comes to collecting data, quality beats quantity in most
instances. More data does not necessarily equate with better data.
In fact, the opposite is often true. If you have mountains of data,
then you have mountains of data to manage and process, and that
takes time and resources that many programs just don’t have.
Additionally, if you collect a surplus of data it can lead to less
consistent information and less certainty and support for the goal of
the evaluation, which may just defeat the whole purpose.

20. Who are involve in
Evaluation?
Three principle groups of stakeholders are important to involve:
• People or organizations involved in program operations may
include community members, sponsors, collaborators, coalition
partners, funding officials, administrators, managers, and staff.
• There are several stakeholders with interest in the results of
curriculum evaluation that include parents, teachers, the
community, administrators, and curriculum publishers. One of
the easiest ways to conduct a curriculum evaluation is through use
of an evaluation model.

21. How is the Program
Project Evaluation?
•A program evaluation measures the
outcome of a program based on its student-
attainment goals, level of implementation, and
external factors such as budgetary constraints
and community support.

22. How is the Program
Project Evaluation?
•How do you evaluate
a program or a project?

23. How is the Program
Project Evaluation?
• A framework for program evaluation
1. Engage stakeholders.
2. Describe the program.
3. Focus the evaluation design.
4. Gather credible evidence.
5. Justify conclusions.
6. Ensure use and share lessons learned.
• Project Evaluation Steps. Regardless of when you choose to run a
project evaluation, the process always has four phases: planning,
implementation, completion and dissemination of reports.

24. Criteria for Evaluating
Educational Plan
•The OECD DAC Network on Development
Evaluation (EvalNet) has defined six evaluation
criteria:
– relevance, coherence, effectiveness,
efficiency, impact and sustainability
– and two principles for their use.

25. Criteria for Evaluating
Educational Plan
•These criteria provide a normative framework
used to determine the merit or worth of an
intervention (policy, strategy, programme,
project or activity). They serve as the basis
upon which evaluative judgements are made.

26. Criteria for Evaluating
Educational Plan
• Evaluation Criteria
1. RELEVANCE is the intervention
doing the right things?
2. COHERENCE how well does the
intervention fit?
3. EFFECTIVENESS is the intervention
achieving its objectives?
4. EFFICIENCY how well are resources
being used?
5. IMPACT what difference does the
intervention make?
6. SUSTAINABILITY will the benefits
last?

27. Criteria for Evaluating
Educational Plan
• Principle One
-The criteria should be applied thoughtfully to support high
quality, useful evaluation.
-They should be contextualized – understood in the context of
the individual evaluation, the intervention being evaluated, and
the stakeholders involved. The evaluation questions (what you
are trying to find out) and what you intend to do with the
answers, should inform how the criteria are specifically
interpreted and analyzed.

28. Criteria for Evaluating
Educational Plan
• Principle Two
-The use of the criteria depends on the purpose of the
evaluation. The criteria should not be applied mechanistically.
-Instead, they should be covered according to the needs of the
relevant stakeholders and the context of the evaluation. More
or less time and resources may be devoted to the evaluative
analysis for each criterion depending on the evaluation
purpose. Data availability, resource constraints, timing, and
methodological considerations may also influence how (and
whether) a particular criterion is covered.

31. Thank you for
listening,Dokies!