EDUCATIONAL EVALUATION
Evaluation is defined as a systematic, continuous and comprehensive process of
determining the growth and progress of the pupil towards objectives or values of the
curriculum. It is also a systematic determination of merit, worth, and significance of
something or someone. Furthermore, it is used to characterize and appraise subjects of
interest in a wide range of human enterprises.
Guiding Principles for evaluators which can equally apply in the Philippine context:
1. Systematic inquiry. Evaluation must be based on concrete evidence and data to support
the inquiry process.
2. Competence. Evaluators must be people of known competence and generally
acknowledge in the educational field.
3. Integrity/Honesty. Evaluators ensure the honesty and integrity of the entire evaluation
process.
4. Respect for People. Evaluators respect the security, dignity and self-worth of the
respondents, program participants, clients and other stakeholders with whom they
interact.
5. Responsibilities for general and public welfare. Evaluators articulate and take into
account the diversity of interests and values that may be related to the general and public
welfare.
The above-mentioned evaluation guiding principles can be used in various levels: at the
institutional level (to evaluate learning), at the policy level (to evaluate institutions), and
at the international level (to rank and evaluate performance of various institutions of
higher learning). These principles serve as benchmarks for good practices in educational
evaluation.
Approaches in Evaluation
A. Pseudo-evaluation. These approaches are not acceptable evaluation practice, although
the seasoned reader can surely think of a few examples where they have been used.
1. Politically controlled. Information obtained through politically controlled studies is
released or withheld to meet the special interest of the holder.
2. Public relations studies or information is used to paint a positive image of an
object regardless of the actual situation.
B. Objectivist, elite, quasi-evaluation. These are highly respected collection of disciplined
inquiry approaches. They are quasi-evaluation because particular studies legitimately can
focus only on questions of knowledge without addressing any questions of value. Such
studies are, by definitions, not evaluations since it produce only characterizations without
appraisals.
1. Experimental research. This is used to determine causal relationships between
variables. Its highly controlled and stylized methodology may not be sufficiently
responsive to the dynamically changing needs of most human service programs,
and thus posed its potential problem.
2. Management information Systems (MIS). This can give detailed information about
the dynamic operations of complex programs. However, this information is
restricted to readily quantifiable data usually available at regular intervals.
3. Testing Programs. These programs are good at comparing individuals or groups to
selected norms in a number of subject areas or to set a standard of performance.
However, they only focus on the testee performance and they might not
adequately sample what is taught or expected.
4. Objectives-based approaches. These relate outcomes to prespecified objectives,
allowing judgments to be made about their level of attainment. Unfortunately,
hey only focus on outcomes too narrow to provide basis for determining the value
of an object.
5. Content Analysis. This approach is considered a quasi-evaluation as it is not based
on value judgment, only based on knowledge, thus not true evaluation. On the
other hand, when content analysis judgments are based on values, such studies
are evaluation.
C. Objectivist, mass, quasi-evaluation.
Accountability is popular with constituents because it is intended to provide an
accurate accounting of results that can improve the quality of products and
services. However, this approach can quickly turn practitioners and consumers into
adversaries when implemented in a heavy-handed fashion.
D. Objectivist, elite, true evaluation. The drawback in these studies can be corrupted or
subverted by the politically motivated actions of the participants.
1. Decision-oriented studies. These are designed to provide knowledge based for
making and defending decisions. It requires close collaboration between the
evaluator and decision-maker allowing it to be susceptible to corruption and bias.
2. Policy studies. These provide general guidance and direction on broad issues by
identifying and assessing potential costs and benefits of competing policies.
E. Objectivist, mass, true evaluation.
Consumer-oriented studies are used to judge the relative merits of goods and
services based on generalized needs and values, along with a comprehensive range
of effects. However, this approach does not necessarily help practitioners improve
their work, and it requires a very good and credible evaluation to do it well.
 Questions asked:
1. Context
F. Subjectivist, elite, true evaluation. What is the relation of the course to other courses?
Is the time adequate?
Accreditation/certification programs are based on self-study and peer review of What are the critical or important external factors?
organizations, programs and personnel. They draw on the insights, experience and Should courses be integrated or separate?
expertise of qualified individuals who use established guidelines to determine if the What are the links between the course ad research/extensions service?
applicant should be approved to perform specified functions. However, unless Is there a need for the course?
Is the course relevant to job needs?
performance-based standards are used, attributes of applicants and the processes
they preform often are over-emphasized in relation to measure of outcomes or
effects. 2. Inputs
What is the entering ability of students?
What are the learning skills of students?
G. Subjectivist, mass, true evaluation. These studies help people understand the
What is the motivation of students?
activities and values involved from a variety of perspectives. However, this responsive What are the living conditions of students?
approach can lead to low external credibility and a favorable bias toward those who What is the students' existing knowledge?
participated in the study. Do the objectives derive from aims?
Are the aims SMART?
1. adversary approach focuses on drawing out the pros and cons of controversial Is the course content clearly defined?
issues through quasi-legal proceedings. This helps ensure a balanced presentation Does the content match student abilities?
of different perspectives on the issues, but also likely to discourage later Is the content relevant to practical problems?
cooperation and heighten animosities between contesting parties if "winners" and What resources/equipment is available?
"losers" emerge. What books do students/teachers have?
How strong are the teaching skills of teachers?
2. Client-centered studies address specific concerns and issues of practitioners and
What time is available compared with the workload for preparation?
other clients of the study in a particular setting. These studies help people What KSA (Knowledge, Skills, Attitudes) related to the subject, do the teachers have?
understand the activities and values involved from a variety of perspectives. How supportive is the classroom environment?
How many teachers/students are there?
Evaluation is methodologically diverse using both qualitative and quantitative methods, What regulations relate to training?
including case studies, survey research, statistical analysis and model building among
other. 3. Process
What is the workload of students?
Stufflebeam’s CIPP How well/actively do students participate?
Dr. Rosita Santos cited Stufflebeam (1983) who developed a very useful approach in Are there any problems related to learning/teaching?
educational evaluation known as the CIPP or Context, Input, Process, Product approach Is there an effective 2-way communications?
(although this model has since then been expanded to CIPPOI (where the last stand for Is knowledge only transferred to students, or do they use and apply it?
Outcome and Impact respectively). Are there any problems which students face in using/applying/analyzing the knowledge and
skills?
Are the teaching and learning affected by practical/institutional problems?
The CIPP systematizes the way to evaluate the different dimensions and aspects of What is the level of cooperation/interpersonal relations between teachers/students?
curriculum development and the sum total of student experiences in the educative How is discipline maintained?
process. The model requires the stakeholders be involved in the evaluation process. In this
approach, the user is asked to go through a series of questions in the context, inputs, and 4. Product
process and product stages. Is there one final exam at the end or several during the course?
What is the quality of assessment (what levels of KSA are assessed?)
What are the students' KSA levels after the course?
How do students use what they have learned?
Inputs Process Outputs How was the over-all experience for the teachers and for the students?
What are the main lessons learned?
Has the teachers' reputation improved or been ruined as a result?
Context
Common methods for CIPP

1. discussion with class 5. observation in class/session of teacher/trainer 9. performance test

2. informal conversation or observation by colleagues 10. questionnaire
3. individual student interviews 6. video-tape of own teaching (micro-teaching) 11. self-assessment
4. evaluation forms 7. organizational document 12. written test
8. participant contract
KEYWORDS AND PHRASES

Assessment – process of gathering and analyzing specific information as part of an evaluation

Competency Evaluation – a means for teachers to determine the ability of their students in other ways besides the standardized test

Course Evaluation – is the process of evaluating the instruction of a given course

Educational evaluation – is the evaluation that is conducted specifically in an educational setting

Immanent Evaluation – opposed value judgment – affect constitutes the only form of evaluation

Performance Evaluation – a term from the field of language testing. Stands in contrast to competence evaluation

Program Evaluation – a set of philosophies and techniques to determine if a program ‘works’.