Reporters:

Leader:
Reyes, Jacilyn
Members:
Abada, Reynalyn
Garcia, Demetrio
Macalindong Catherine Mae
Nieto, Reinalyn
Rivera, Roxane
Tayting, Desa Desiree

Reyes, Jacilyn E.
Evaluation of Guidance
Evaluation (Definition)
Evaluation is used to mean appraisal or measurement.
As applied to education, it is the process by which we define the extent to which
the objectives of the school policies and programs are being attained.
Good defines evaluation as the process of determining the value of something.
Wrightstone defines evaluation as the identification and formulation of a
comprehensive range of major objectivestheir definition in terms of human
behaviorand use or construction of valid, reliable, and practical instruments for
appraisingvarious phases of human behavior. According to him, evaluation
includes integrating the various indexes of behavior changes into an individuals
pattern.
Evaluation can therefore be a synonym of appraisal, in finding the values of a
method, device, technique, and institution for the accomplishment of the set-up
objectives.
While it suggests formulation of objectives, evaluation does not formulate them.

Instruments of appraisal include tests and norms, questionnaires, judgment

scales, interviews, observation, anecdotal records, reports, and many more.
Guidance itself is not evaluated. Just as we do not evaluate the dress itself,
but whether the dress fits a figure. Neither we do evaluate guidance itself
but its objectives, and the instruments and methods used in guding
individuals.

The Why of Evaluation

According to Dr. Ordones, Any program without evaluation is like a boat drifting
without a rudder. Without evaluation, progress or improvement is impossible.
We evaluate to further progress or improve a program or a service.

Factors to be Considered in Evaluating Guidance Programs/Services

1. The location of the school, which means there are as many guidance programs
as there are provinces with different attitudes, needs, and assets.
2. The number and quality of students enrolled and who are in need of
guidance.
3. The time of evaluation.
Evaluation presents another problem of guidance because of the difficulty of
determing the criteria which can apply to all guidanec programs. It follows that
evaluation program should be flexible and adapted to the locality n objectives of
the local school to be evaluated.

NIETO, Reinalyn T.
Purposes and Functions of Evaluation
Evaluation- is used to mean appraisal or measurement as used in education; it is the
process by which we find the extent to which the objectives of the school policies and
school are being attained.

According to TYLER

Ralph W. Tyler (19021994) was an American educator who worked in the field of
assessment and evaluation. He served on or advised a number of bodies that set guidelines
for the expenditure of federal funds and influenced the underlying policy of the
Elementary and Secondary Education Act of 1965. Tyler chaired the committee that
eventually developed the National Assessment of Educational Progress (NAEP). He has
been called by some as "the father of educational evaluation and assessment".

The purposes of educational evaluation:

1. To provide a periodic check on the effectiveness of a guidance.
2. To determine the correctness or incorrectness of the hypothesis on which the
guidance program operates.
3. To provide information basic to individual guidance.
4. To provide a certain psychological security to school staff, pupils, and to parents.
5. To provide a sound basis for public relations.

RAYMOND HATCH and BUFFORD STEFFIRE

10 purposes of evaluation:
1) To determine the scope and nature of the guidance services offered in the
school.

2) To find out how effectively the guidance program is functioning to meet the needs
of the school.
3) To consider other aspects of the program.
4) To find out what techniques and procedures have been effective in carrying out
the aims and objectives of the guidance program.
5) To determine how the program has contributed to the development of the total
educational program of the school.
6) To determine what contributions to education in general have been made by this
specific guidance program.
7) To aid the principal, the counselor, and the teacher in understanding and meeting
the needs of the individual pupil.
8) To find what remedial measures are necessary to strengthen the guidance
program.
9) To inspire all guidance personnel to exert more efforts to promote the program.
10) To indicate how better use of the community resources may be made in the
guidance program in further improving the guidance services.
Evaluating the programmes effectiveness
The following can be measured:
1. Student awareness of the services;
2. Satisfaction of students involved in individual counseling; and
3. Satisfaction of students involved in classroom, and out-of-class, guidance
activities.

The following steps can be taken to assess the current or existing programme:
1) Identify current resource availability and use.
2) Identify current guidance and counseling activities.
3) Determine students outcome.
4) Identify who is served.
5) Gather perceptions.
6) Determine involvement of personnel in a region or school.

The value of evaluation must be recognized by all programme implementers. Several

functions which benefit the programme and its consumer:
1. Verifies or rejects practices by indicating what works and what does not, and
shows the extent to which an activity is effective.
2. Provides a basis for improvement in terms of operation and implementation
strategies.
3. Suggests a continuous search for better ways of doing things, and a willingness
to look at performance, and increase the search for improvement.
4. Provides an insight into the programme, and helps implementers to understand
their functions and the consequences of what they do.
5. Places responsibility
beneficiaries.

on

individuals,

and

increase

the

participation

of

Rivera, Roxane E.

Guidance Services which must be studied and

analyzed

1. Individual Inventory
The accuracy and availability of the records
The purpose of a testing program
The flexibility of the program
Use of various instruments in securing needed pupil information
Effectiveness of available individual guidance resources

2. Information Services
Information about community agencies and resources
Availability and accessibility of educational and vocational information
Pupil information about different occupations
Method of disseminating occupation information
Pupil information on curricular and co-curricular offerings

3. Counseling Services
Pupil plans along educational and vocational lines
Availability of qualified counselors
Pupil failures
Guidance and counseling facilities

 Provision for individual counseling

Pupil reactions
Pupil problems
Efforts of pupil being exerted

4. Placement Services
Correlation of educational and vocational plans before and after pupil
leave school
Pupils reason for educational and vocational choice
Guiding pupils and placing them in occupations where they fit

5. Follow up
Attitude of parents toward guidance
Extent of available community resources utilized
Correlation of achievements of students in high school and college
Number of pupil withdrawals

6. Organization & Administration Program

Attitude of teaching toward guidance
Help given by the teacher in providing information on vocation
Participation of specialist
Philosophy and objectives of guidance program
Correlation between objectives and actual carrying out of those objectives
Attitude of higher officials towards the programs

Characteristic of Evaluation
Evaluation should be comprehensive
Evaluation is based on changes on the individual total behavior
Evaluation aim at furnishing all findings that will be used to the teaching staff, to
the individual concerned, to the parents and to the public
Evaluation is continuous
Evaluation is related to local curriculum enrichment
Evaluation should involve the participation of all

Garcia, Demetrio Jr.

THE HOW OF EVALUATION
Three (3) Methods or Types of Approach to Evaluation According to Wren:

1. THE DEVELOPMENTAL METHOD

Also called the before and after method

This type of approach to evaluation observes an individual over
a definite period of time
In this, we observe the total adjustment that an individual has
made
Also, we are recording all the pertinent data ab0ut the individual
and diagnoses the data as recorded
This process takes time

2. THE EXPERIMENTAL CROSS-SECTION METHOD

Also called the comparison method

In this type, we are comparing a counseled group to a noncounseled group

3. THE LOGICAL SURVEY

Also called the how do we stand method

This is where the needs of the students are determined and
after such, designing services to meet those needs
This method sets up certain standards against which a guidance
program is checked
FUNCTIONS OF THE GUIDANCE PROGRAM
(which the standards have to do with)

a. STUDY OF EVERY PUPIL

Continuous and cumulative gathering of information about a child
from the day he starts schooling
Informations about the child include:
Problems being encountered
Attitudes, feelings, and emotions
Abilities and physical endowment

b. PROVIDING INFORMATION AND EXPERIENCE TO THE STUDENT

Providing authentic or real-life experiences
Providing learning-by-doing

c. COUNSELING
Helping an individual to make adjustments about the subjects taken
as well as occupational preparation

d. PLACEMENT AND FOLLOW-UP

Giving tests to the students to identify in what various level/s in a
group do they belong
Providing assessment about how well does an individual improved

e. COOPERATION BETWEEN THE SCHOOL ON ONE HAND, AND

THE HOME, CHURCH, THE COMMUNITY ON THE OTHER
Determining the results of a guidance program by monitoring the
attitude of an individual by various means

Tayting, Desa Desiree B.

TYPES OF EVALUATION
FORMATIVE
This type of evaluation is conducted during the planning and design of the
programme. It provides immediate feedback for programme modification and
improvement. This type of evaluation is on-going. It helps to determine programme
strengths and weaknesses.

SUMMATIVE
This is concerned with the evaluation of an already completed programme. When
all that has been planned has been done, summative evaluation can be carried out to
determine whether the programme has achieved its goals. It is the kind of evaluation
that summarizes the strengths and weaknesses of a programme. It may help
programme leaders to determine whether the programme is worth continuing. It is done
when the programme is considered to be ready for general use. It provides potential
consumers with evidence of the value of a programme. It helps to check the
effectiveness of the programme.
Formative and summative evaluations are both important, since decisions are
needed in the early and final stages of a programme. The early decisions are needed
for programme improvement, while the final decisions help to check its worth.

EVALUATION PROCEDURES
The evaluation process involves a series of activities in a sequence. These are:
1. Identification of goals to be assessed
It is important to establish the limits, or variables, for evaluation in the initial stages. This
is to say that evaluation can focus on the entire programme or some aspects of it. Such
objectives should be clearly stated, concise, specific and measurable. An example of
such an objective would be: make students attend a career fair by the end of the first
term. This is when the purpose of evaluation is classified, and the issues to be
evaluated are identified.

2. Development of an evaluation plan

After the establishment of evaluation objectives, there is a need to identify the most
appropriate way of judging the extent to which a programme has achieved its goals and
objectives. There should be specific information on how the data is collected, when it is
collected, and by whom. This plan must indicate how the data is organized, and to
whom it will be sent. It should provide findings on the future development of the
programme. At this stage, the evaluation team is identified, and the techniques to be
used are selected and designed.
3. Application of the evaluation plan
When the evaluation plan has been approved, it can be put into effect. Its validity or
success depends on the competence of the evaluator, its timing, and how effectively it
has been planned. There is a need for the plan to be effected by someone who
understands what it is intended to do. This is when data collection and analysis take
place.
4. Utilization of the findings
Evaluation alone is of little value. It is the application of the findings that makes it
worthwhile. Through evaluation, programmes learn their strengths and weaknesses,
and the findings offer an opportunity to determine future programme improvements.
Adequate use of evaluation findings should be planned, and programme leaders should
ensure that they are implemented and followed up. This establishes the extent to which
the findings have been incorporated for purposes of programme improvement. A failure
to use evaluation findings, adversely affects the programme, and contributes to failure.
A follow-up will lead to a review, which will determine whether there is a need for
revision of the exercise.
It is important to consider the following, if evaluation procedures are to bear fruit:
- Deciding when to evaluate;
- Deciding what precisely to evaluate;
- Deciding whom the evaluation is intended to serve;
- Deciding who should conduct the evaluation;
- Deciding what questions the evaluation should address;
- Planning the evaluation study;
- Deciding how to report the evaluation study; and
- Dealing with the political, ethical and interpersonal issues in evaluation

Macalindong, Catherine Mae.

Evaluation Techniques

In order for the evaluators to thoroughly assess Guidance Programs, data should be
collected first. The needed data should be well-presented and objectively gathered,
nevertheless, evaluation techniques should be used appropriately.

The following are some evaluation techniques an evaluator can use:

Observations
This is a visual technique where the evaluator observes, and records, any findings.
Here, the evaluator decides whether he/she will observe as an outsider, or as a
participant. This requires full concentration by the observer.
Interviews
This requires a good ability to listen. A more structured interview would require the
preparation of interview questions prior to the interview itself. It is important that
data be recorded. The evaluator may use a tape recorder, in order to transcribe the
relevant parts later, or take notes throughout the interview. Some evaluators
depend on their memory, but this leads to a great risk of missing out important
information. It is important that notes taken are discussed with the person
interviewed, to check whether the information was correctly recorded.

Questionnaires
This involves a structured series of questions and statements that enable the
evaluators to gather information about a particular program. The advantage is that it
can be sent to clients, to be completed in the absence of the evaluator. Unlike an
interview, it also gives the evaluator an opportunity to cover a larger number of
people at one time.

An Example:
Part I
Read and consider each question carefully. Check in the appropriate column: 1)
the program is strong in this respect, 2) our program is fair but needs improvement, 3)
our program is very weak in this respect:
1. Does the guidance program make a survey of the opinions of
teachers to determine whether additional guidance services
are needed?
2. Does it encourage teachers to handle case studies?
3. Has a survey been made of existing school practices most
effective in meeting the needs of students?
4. Does the school secure professional reading materials in
guidance for use of teachers?
5. Does it provide for preschool conferences for staff members on
this theme: Problems related to the continuous program of
guidance?
Part II
Appraising Guidance Services Rendered to the Pupils
1. Nature of guidance given
______Vocational
______ Educational
______ Personal
______ Placement
2. Time consumed
______ Thirty Minutes
______ One Hour
3. Types of tests given
______ General Ability
______ Interest Inventory
______ Aptitude
______ Personality
______Achievement

Abada, Reinalyn
Achievement made by Guidance Program
Schools in the provinces have organized programs of guidance services.
Example:
In St. Michaels College Illigan City

Counseling. The office helps the students identify their capabilities and realize
their self-determined goals.
Individual Inventory. The office collects, organizes and updates records of
students for counseling purposes.
Career Guidance/Placement. The office facilitates the student's determination for
life career goals.
Testing. The students are given standardized tests to objectively assess their
personal characteristics that affect their school life. This also includes admission
testing, screening, placement of new students and pre-employment testing.
Peer Counseling. The office serves to train interested and selected students to
help implementing guidance-oriented projects at their level.
Recruitment and Promotions. The office aims at promoting SMC and its vision
and mission to incoming students.
Admission. The office implements effective and efficient admission and
scholarship programs that ensure the recruitment and selection of students who
have the most potential for achieving excellence in academics and service.
Research and Evaluation. The office makes a periodic analysis of guidance data
for the improvement of existing school programs, including the effectiveness of
the Guidance & Counseling Center.
Community Extension Services. Testing and counseling programs are provided
for other clients outside the school.
Staff Development Program. The office provides an ongoing series of activities
for the development of the staff's individual competencies.
Organized guidance services exist in secondary school
-

It is in Muntinlupa Business High School

Information Counseling Individual Inventory
Referral
Placement Psychological Testing
Monitoring Linkages
Research and Evaluation

There are full-time guidance counselor in the City high school.

Example: Ms. Karen Ponce she is the guidance counselor in MBHS (Muntinlupa
Business High School)
The majority of the guidance workers are full-time teachers with guidance
as an extra assignment.
Guidance services focuses on the educational and personal problems.
- Such as bullying, having low grades.