•Administration and Supervision in

Evaluation

EvaluationEvaluationEvaluation in education has been defined as

“ judging the worth of experience, idea or process”.- to what extent and how well have the organization objectives been accomplished?

For example,Did the pupils increase their competency in reading?Did the principals and the supervisors increase their

competency in supervising the teaching of reading?

Evaluation is the systematic assessment of the worth or merit

of some objectThis definition is hardly perfect. There are many types of evaluations that do not necessarily result in an assessment of worth or merit -- descriptive studies, implementation analyses, and formative evaluations, to name a few. Better perhaps is a definition that emphasizes the information-processing and feedback functions of evaluation.

Evaluation is the systematic acquisition and assessment of information to provide useful feedback about some object

It emphasizes acquiring and assessing information rather than assessing worth or merit because all evaluation work involves collecting and sifting through data, making judgements about the validity of the information and of inferences we derive from it, whether or not an assessment of worth or merit results.

• Evaluation can be considered the ultimate major function of supervision.

The purpose of evaluation is to appraise the outcomes and factors conditioning the outcomes of instruction and to improve the products and processes of instruction.

Therefore:Educational administration in action must include evaluation.

Evaluating as a function of school administration, is simply determining how well educational purposes have been achieved

Significant objectives of Significant objectives of evaluationevaluation

1. Evaluation discovers the needs of individuals being evaluated and familiarizes the teachers with the pupil’s needs and possibilities.

2. Evaluation relates measurement to the goals of the instructional program.

3. Evaluation serves as guide for the selection of supervisory techniques.

4. Evaluation appraises the educational growth of pupils which is the end-product of supervision.

5. Evaluation appraises the quality of supervisory processes and supervisor’s competence.

6. Evaluation appraises the quality of teaching processes and teacher’s efficiency.

7. Evaluation aids pupil-teacher planning.8. Evaluation serves as a means of

improving school-community relations.

9. Evaluation improves the selection and use of guiding principles in supervision.

10. Evaluation appraises the success of the instructional program in particular and of the supervisory program in general.

Evaluation ProcessesEvaluation Processes

Some of the essential elements of the process of evaluation are:1.Clarity of purpose and questions2.Dialogue and reflection strategies3.Data gathering strategies4.Data collation and analysis 5.Reporting

1. Clarity of purpose and questions

Having a clear purpose is an essential ingredient of a good evaluation for it will:

•Help identify the users of the evaluation•Help identify relevant questions for the evaluation to address•Help identify the extent of the evaluation•Help identify what an answer for the

evaluation would look like•Help focus the evaluation on using the answer

2. Dialogue and reflection strategies to give meaning

Dialogue and reflection is a core part of any human service evaluation process.Dialogue and reflections should be embedded in all phases of the evaluation process from the initial description of the purpose and questions through to the data gathering and analysis and the asking of the big questions

3. Data gathering

Some ways of gathering data are:a. Observing

Observation Being a participant observer is often a useful evaluation strategy. Keep your eyes and ears open. Reflect on what you see and hear.

b. Listening and dialogueInterviews

Formal and informal interviews are a important way of gaining information for use in evaluation processes. Different groups can be interviewed including:

Case studies Case studies provide the richness of what is happening in the lives of people and what the service has meant to them.

4. Data collation and analysis

The distinction between qualitative and quantitative data is not as clear cut as is often thought. Quantitative data is often also qualitative data and qualitative data can be quantitative data. However it is still a useful ‘common sense’ distinction when thinking about how to collate, analyze and report on data.

5. Reporting

The first step in an evaluation process is identifying the purpose of the evaluation. The report needs to be useful for this purpose.•There are many different kinds of evaluation reports. For example:•• a memo to a manager•• a report to the staff•• a report to clients and other stakeholders•• a report to a funding body•• a final report

• Evaluation Process Considerations

1. Supervisees (students), instructors (if part of practicum or internship), and supervisors should discuss grading and evaluation from the outset. The rationale for evaluation, criteria, and methods should be explicit.

2. Evaluation should focus on the supervisees’ professional work, not personal issues.

3. The supervisee and supervisor should share the responsibility for evaluation. Supervisors and supervisees could each complete evaluations separately, and then bring them together to compare impressions.

5. Supervisees should communicate with their supervisors about any concerns they may have or ideas for improving supervision.

Approaches1.Formative evaluation

- Is an on-going process that allows for feedback to be implemented during a program cycle. (Boulmetis & Dutwin, 2005):

•Concentrate on examining and changing processes as they occur

•Provide timely feedback about program services

- Strengthen or improve the object being evaluated -- they help form it by examining the delivery of the program or technology, the quality of its implementation, and the assessment of the organizational context, personnel, procedures, inputs

2. Summative evaluation - Occurs at the end of a program cycle and

provides an overall description of program effectiveness.

- Summative evaluation examines program outcomes to determine overall program effectiveness. Summative evaluation is a method for answering some of the following questions:•• Were your program objectives met?•• Will you need to improve and modify the overall structure of the program?•• What is the overall impact of the program?•• What resources will you need to address the

program’s weaknesses?

• Summative evaluation will enable you to make decisions regarding specific services and the future direction of the program that cannot be made during the middle of a program cycle.

• It examine the effects or outcomes of some object -- they summarize it by describing what happens subsequent to delivery of the program or technology; assessing whether the object can be said to have caused the outcome; determining the overall impact of the causal factor beyond only the immediate target outcomes; and, estimating the relative costs associated with the object.

Evaluation Accomplishes:

•It ensures quality teaching.

•It promotes professional learning

You can’t figure out where you are going if you don’t know where you are”

Thank you….Reporters:

Ms. Sharon F. GeroquiaMs. Michelle S. Gavituya