wr guidance

8/10/2019 Wr Guidance

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Reporters:

Leader

Reyes, Jacilyn

Members

Abada, Reynalyn

Garcia, Demetrio

Macalindong Catherine Mae

Nieto, Reinalyn

Rivera, Roxane

Tayting, Desa Desiree


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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 humanbehaviorand 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.


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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.


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NIETO, Reinalyn T.

Purposes and Functions of Evaluation

Evaluation- is used to mean appraisal or measurement as used in education; it is theprocess by which we find the extent to which the objectives of the school policies andschool are being attained.

According to TYLER

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 theguidance 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 theschool.

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 federalfunds 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".


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2) To find out how effectively the guidance program is functioning to meet the needsof 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 totaleducational program of the school.

6) To determine what contributions to education in general have been made by thisspecific guidance program.

7) To aid the principal, the counselor, and the teacher in understanding and meetingthe 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 theguidance 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, guidanceactivities.

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.


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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 on individuals, and increase the participation of

beneficiaries.


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Rivera, Roxane E.

Guidance Services which must be studied andanalyzed

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


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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


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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 cont inuous

Evaluation is related to local curr iculum enr ichm ent

Evaluation should involve the part ic ipat ion of al l


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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 overa definite period of time

In this, we observe the total adjustment that an individual hasmade

Also, we are recording all the pertinent data ab0ut the individualand 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 non-counseled group

3. THE LOGICAL SURVEY

Also called the howdo we stand method

This is where the needs of the students are determined andafter such, designing services to meet those needs

This method sets up certain standards against which a guidanceprogram is checked

FUNCTIONS OF THE GUIDANCE PROGRAM

(which the standards have to do with)


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a. STUDY OF EVERY PUPIL

Continuous and cumulative gathering of information about a childfrom 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 takenas well as occupational preparation

d. PLACEMENT AND FOLLOW-UP

Giving tests to the students to identify in what various level/s in agroup do they belong

Providing assessment about how well does an individual improved

e. COOPERATION BETWEEN THE SCHOOL ON ONE HAND, ANDTHE HOME, CHURCH, THE COMMUNITY ON THE OTHER

Determining the results of a guidance program by monitoring theattitude of an individual by various means


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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 todetermine 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. Ident i f icat ion of go als 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.


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2.Developm ent of an evaluat ion 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 towhom 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. App l icat ion o f the evaluat ion 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 takeplace.

4. Uti l izat ion o f the f inding s

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 failureto 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


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Macalindong, Catherine Mae.

Evaluation Techniques

In order for the evaluators to thoroughly assess Guidance Programs, data should becollected 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.


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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 IIAppraising 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

1 2 3


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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 realizetheir 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 whohave 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


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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.

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