EVALUATION OF THE

Guidance Program
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Reporter: Diejoy
Malong-Ramos
Evaluation of the Guidance Program
• Evaluation is a critical component of a
• Value and Purpose of Evaluation Icon developmental guidance and counseling
program and ensures accountability.

• There are two types of evaluation, viz. formative

• Types of Evaluation Icon and summative.

• Includes tests, interviews, observations, questionnaires,

• Evaluation Icon inspection of records, discussions and open box
Techniques suggestions.

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Value and purpose of evaluation
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Value and purpose of evaluation

• Program Evaluation
• Program Evaluation is a systematic set of data collection and analysis of
activities, undertaken to determine the value of a program in order to aid
management, program planning, staff development, public accountability
and promotion.
• The future of any guidance programme depends on providing concrete data, and
helping school personnel to judge how well they are doing, and to determine the
improvements needed.
• Evaluation activities make it possible to make reasonable judgements about efforts,
effectiveness, adequacy, and provide a comparison of program options.
• Evaluation seeks to provide objective evidence of whether the program has met the
desired objectives.
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Value and purpose of evaluation

• Program Evaluation
• The effectiveness, benefits and limitations of any programme can be sustained
through continuous evaluation, therefore the main purpose of evaluation is to
improve the implementation of a programme
• provides a means of communication among school counsellors, guidance
teachers, school administrators, parents and the community in general as it
defines expectations for counsellors, and provides a systematic means of
measuring the counsellor’s or guidance teacher’s performance in relation to
programme expectations thus improving the effectiveness of every counsellor or
guidance teacher.
• The success of any programme in achieving its goals depends upon the
monitoring and evaluation process use as this improves the quality of the
service, and the support given to staff employed in the guidance and counselling
5 services.
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Value and purpose of evaluation

• Program Evaluation

• Evaluation helps to check:

 program effectiveness;
 Program response to changing needs;
 strengths and limitations of the program ;
 staff development; and
 reporting and follow-up.

• In evaluating the program’s effectiveness, the following can be

measured:
 studentawareness of the services;
 satisfaction of students involved in individual counselling; and
6
satisfaction of students involved in classroom, and out-of-class, guidance
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assessment of current/existing Programs

• The following steps can be taken to assess the current/existing programme:

1. Identify current resource availability and use.

2. Identify current guidance and counselling activities.
3. Determine students’ outcomes.
4. Identify who is served.
5. Gather perceptions.
6. Determine involvement of personnel in a region or school.

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value of evaluation
• The value of evaluation must be recognized by all programme
implementors. It performs several functions which benefit the
programme and its consumers. For instance, it:
1. verifies or rejects practices by indicating what works and what does not, and
shows the extent to which an activity is effective. It helps the implementors to
do away with unproductive innovations.
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 increases the search for improvement.
4. provides an insight into the programme, and helps implementors to understand
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their functions and the consequences of what they do.
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value of evaluation

• Evidence that guidance services produce designed, demonstrable, behaviour changes

in students are demanded by the public, and such information can only be secured
through research and evaluation.
• The program leader has to determine:
1. methods of evaluation to be used
2. the appropriate time for evaluation,
3. the purpose of the evaluation, the rationale,
4. the sample to be used, and
5. appoint the evaluator.

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Types of evaluation
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Types of evaluation

1. Formative Evaluation (Process) – This types of evaluation is

conducted DURING the planning and design of the program. It
provides immediate feedback for program modification and
improvement.
2. Summative Evaluation (Impact) - This is concerned with the
evaluation of an already COMPLETED program. It summarizes
the strengths and weaknesses as well as the effectiveness of the
program.

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Evaluation Procedures
• Goal-Based Evaluation

1. Identification of goals to be assessed - It is important to establish the limits, or variables, for

evaluation in the initial stages.
2. Development of an evaluation plan - identify the most appropriate way of judging the extent
to which a program has achieved its goals and objectives.
3. Application of the evaluation plan - When the evaluation plan has been approved, it can be
put into effect.
4. Utilization of the findings - Through evaluation, programs learn their strengths and
weaknesses, and the findings offer an opportunity to determine future program
improvements.

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Imperatives of effective evaluation

1. In a thorough evaluation, recipients and implementors of the services and activities must be
involved in the evaluation
2. The attainment of the goal of the program must be the target of the evaluation.
3. Evaluation must be properly planned. Its goal must be clear.
4. The result of the evaluation must be communicated to the parties concerned in a concise,
clear, and objective way
5. The findings must be used to improve the program, service, or activity with the discovered
strengths being highlighted and reinforced.

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Methods of Evaluation

• ‘Before and After’ Method - This is when the programme progress is checked after a given
period of time, and it checks the results of specific programme activities.
• Comparison Method - This is when groups are compared after different techniques have been
used to achieve a goal.
• The ‘How Do we Stand?’ Method - This helps to identify desirable programme outcomes.
Various techniques are used to check how the programme has progressed in terms of goal
attainment.

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EVALUATION techniques
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How to Evaluate?
• 1. Checklists

• A checklist is a list of action items, steps, or elements needed for a task. Each item is checked
off as it is completed.
Uses: Pros: Cons:
• Making sure early version of • Can be cheap and easy • There is a degree of
software conform to standard • Can apply to prototypes interpretation needed
guidelines • Quick – can cover a lot of • Not much depth or richness
• Checking whether a range of factors to the information gathered
materials meet your criteria

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How to Evaluate?
• 2. Questionnaires
• A questionnaire is comprised of a series of questions and can be used as a survey instrument or a
discussion guide.
Uses:
• Obtaining feedback from a large
number of students
• Obtaining semi-quantitative
ratings from students – e.g.
Likert scale questions
Pros:
• Can get input from many people
• Can get quantitative input
Cons:
• Can be difficult to get
questionnaires returned
• Often only get simplest form of
question completed – no extra
comments
• Questions may be misinterpreted

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How to Evaluate?
• 3. Interviews

• An interview is a conversation between two or more people where questions are asked to obtain
information about the interviewee. Could be structured or non-structured

Uses: Pros: Cons:

• Anything that requires more
than a two-word answer
• Anything where the questions
need explaining
• Explorative work
• Open-ended – you can pick up • Time consuming for informant
on important issues as they are and evaluator
raised
• Can make sure questions are
understood
• Rich information

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Comprehensive Guidance and counseling
program evaluation
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evaluation of guidance and counseling programs

and their activities and services
• Personnel Evaluation - Personnel evaluation is the procedure used to judge the effectiveness of
school counselors working within the framework of comprehensive school guidance and
counseling programs.
• Program Evaluation - Program evaluation is the procedure used to determine the degree to
which a school district’s comprehensive guidance and counseling program is in place and
functioning fully.
• Results Evaluation - Results evaluation is the procedure used to answer the question, What
impact do comprehensive guidance and counseling programs (activities and services) have on
students’ success, particularly on students’ academic achievement?

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Sample of evaluation from villar
 Thank You!

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