Administration and Supervision in Evaluation

1. 1. •Administration and Supervision in Evaluation

2. Evaluation 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?
3. 3. Evaluation is the systematic assessment of the worth or merit of some object This 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.
4. 4.  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.
5. 5. • 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.
6. 6. 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
7. 7. Significant objectives ofSignificant 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.
8. 8. 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.
9. 9. 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.
10. 10. 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.
11. 11. Evaluation ProcessesEvaluation Processes Some of the essential elements of the process of evaluation are: 1.Clarity of
purpose and questions 2.Dialogue and reflection strategies 3.Data gathering strategies 4.Data collation and analysis
5.Reporting
12. 12. 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
13. 13. 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
14. 14. 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.
15. 15. b. Listening and dialogue Interviews 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.
16. 16. 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.
17. 17. 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
18. 18. • 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.
19. 19. 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.
20. 20. Approaches 1.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
21. 21. 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?
22. 22. • 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.
23. 23. Evaluation Accomplishes: •It ensures quality teaching. •It promotes professional learning
24. 24. You can’t figure out where you are going if you don’t know where you are”