BY: ANNE CHARIS DELA CRUZ

Evaluation Evaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It can assist an organization, program, project or any other intervention or initiative to assess any aim, realisable concept/proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. 

The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to enable reflection and assist in the identification of future change.

Evaluation is the structured interpretation and giving of meaning to predicted or actual impacts of proposals or results. It looks at original objectives, and at what is either predicted or what was accomplished and how it was accomplished.

Formative

•is taking place during the development of a concept or proposal, project or organization, with the intention of improving the value or effectiveness of the proposal, project, or organization.

Summative

•drawing lessons from a completed action or project or an organisation at a later point in time or circumstance.

Types of Evaluation

Gibson and Mitchell (1995)

define programme evaluation as a systematic set of data collection and analysis of activities, undertaken to determine the value of a

programme in order to aid management, programme

planning, staff development, public accountability and

promotion.

Evaluation activities make it possible to make

reasonable judgements about efforts,

effectiveness, adequacy, and provide a comparison of programme options.

Shertzer and Stone

view evaluation as necessary to provide for the effectiveness of achieving programme goals, in relation to

specific standards.

Concrete data, indicating the benefits and limitations of the

programme, can be accumulated through programme evaluation.

• It also provides a means of communication among school counsellors, guidance teachers, school administrators, parents and the community in general.

Evaluation

• The most compelling reason for evaluation is to improve the effectiveness of every counsellor or guidance teacher, as well as the programme itself.

Evaluation