P POLICY

O EVALUATION
L VERSUS
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Y EVALUATION

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MARILAYA M. AGNO
PhD-EM Student
Secondary School Teacher III
OBJECTIVE:
• Apprehend the
significance of
evaluating policies
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management.
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KEY TERMS:
1. Policy
2. Program
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 -typically described as a
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principle or rule to guide
decisions and achieve
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rational outcomes.
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-course of action adopted by
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an organization.
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-a plan or system
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toward a goal.
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E
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A - is the process of
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determining to what
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extent the educational
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objectives are being
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Ralph Tyler (1950)
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POLICY EVALUATION
• is the systematic collection and
analysis of information to make
judgments about contexts,
activities, characteristics, or
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Process.
TION
 Policy Evaluation Framework

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 Evaluation Within
the Policy Process
1. Evaluating Policy Content

2. Evaluating Policy Implementation

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Policy Development Phases and
Types of Evaluation

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 Importance of Policy Evaluation
1. Documenting policy development.

2. Documenting and informing

implementation.
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compliance with existing ƒ
EVALUATION
ƒpolicies.
 Importance of Policy Evaluation
4. Demonstrating impacts and value of a policy.

5. Informing an evidence base.

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6. Informing future policies.
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resources invested.
 PROGRAM EVALUATION
• It is a systematic method for collecting,
analyzing, and using information to answer
basic questions about a program.

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• serves as a means to identify issues
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or evaluate changes within an
C educational program.
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 AIMS of
PROGRAM EVALUATION
• To measure the progress of a program.
• To identify any problems and to resolve any conflicts.
• To enhance utilization of available resources.

• To provide baseline information for

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future evaluation and planning.
I • To modify and make any remedial
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 MAJOR CATEGORIES of PROGRAM
EVALUATION:
1. FORMATIVE EVALUATIONS
These evaluations provide
information on how a program
may be developed (new
programs) or improved (both
P new and existing programs).
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 MAJOR CATEGORIES of PROGRAM
EVALUATION:
2. PROCESS EVALUATIONS
assess whether an intervention or
program model was implemented
as planned, whether the intended
target population was reached,
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 MAJOR CATEGORIES of PROGRAM
EVALUATION:
3. SUMMATIVE EVALUATION
 determine whether, and to what extent,
the expected changes in child or youth
outcomes occur and whether these
changes can be attributed to the
program or program activities.
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 Done to monitor learning and
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 FIVE MAJOR REASONS
1. A program evaluation can find out “what
works” and “what does not work.”

2. A program evaluation can showcase the

effectiveness of a program to the community
and funders.
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program evaluation can
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 FIVE MAJOR REASONS
4. A program evaluation can
increase a program’s capacity to
conduct a critical selfassessment
and plan for the future.
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5. A program evaluation
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DIFFERENCES OF POLICY EVALUATION AND
PROGRAM EVALUATION

• The level of analysis required.

• The degree of control and clear

“boundaries”.
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• The ability to identify
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comparison community
DIFFERENCES OF POLICY EVALUATION AND
PROGRAM EVALUATION

• The scale and scope of data

collection.
• Policy evaluation may require
increased emphasis on the use of
surveillance and administrative data.
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I • The type and number of
stakeholders involved.
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