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”