Department of Education

Division of Antique
District of Culasi
FLORES INTEGRATED SCHOOL

D
Flores, Culasi, Antique

aily esson og L L
ENGLISH 9
By: DINAH GRACE A. VALENTE
Teacher I
 Department of Education
Division of Antique
District of Culasi
FLORES INTEGRATED SCHOOL

W 5
Flores, Culasi, Antique

eek August 26 - 30, 2024

10:50 – 11:35 A.M.
E
EDM 202
PLANNING, DEVELOPMENT, AND EVALUATION IN EDUCATION

valuation in
DUCATION
Lester James A. Valente Dinah Grace A. Valente Luvelyn E. Yu Virginia Guillermo
Via Torres Leigh Jumauay Raymond Ubaldo Lorebelle Gonlivo
 E valuation is a broader term than
‘test’. It includes all types and
examinations in it. Its purpose is
not only to check the knowledge
of the learner but all the aspects
of the learner.

ester James A. Valente

W HAT IS EVALUATION IN EDUCATION?
DEFINITIONS OF EVALUATION ( BY DIFFERENT AUTHORS)

• According to Hanna­- “The process of gathering and interpreting

evidence changes in the behavior of all students as they progress
through school is called evaluation”.
• Muffat says – “Evaluation is a continuous process and is concerned
with than the formal academic achievement of pupils. It is interpreted
in the development of the individual in terms of desirable behavioral
change relation of his feeling, thinking, and actions”.
• Goods define– “Evaluation is a process of judging the value or
something by certain appraisal.”
E valuation in Education is a
systematic process of
gathering and analyzing data
to determine the effectiveness
of educational programs,
processes, and outcomes.
E VALUATION IN EDUCATION
• Making a judgment about the amount, number, or value of the
outcomes of an educational programme.
• Ranking with respect to attributes or trait.
• Appraising the extent of learning.
• Judging effectiveness of educational experience.
• Interpreting and analyzing changes in behavior.
• Describing accurately quantity and quality of teaching- learning.
• Making value judgments on results of measurements/ tests.

• Systematic process of determining the extent to which

instructional objectives are achieved
K EY CONCEPTS AND DEFINITIONS
Evaluation encompasses a broad range of activities, including:

• Assessment: The process of gathering information about student

learning, skills, and abilities. This can include standardized tests,
quizzes, projects, and observations.
• Measurement: The quantitative aspect of evaluation, focusing on
assigning numerical values to student performance or program
outcomes.
• Appraisal: The qualitative aspect of evaluation, involving judgment
and interpretation of the collected data.
• Feedback: Providing information to students, teachers, or program
administrators about their performance or the effectiveness of the
program.
 I MPORTANCE OF EVALUATION IN
EDUCATION
Evaluation plays a crucial role in improving the quality of education by:

• Identifying student learning needs: Evaluation helps teachers

understand individual student strengths and weaknesses, allowing them
to tailor instruction and provide appropriate support.
• Assessing the effectiveness of teaching methods: Evaluation provides
data on the effectiveness of different teaching strategies, allowing
teachers to refine their approaches and improve student outcomes.
• Improving program design and implementation: Evaluation helps
educators and administrators identify areas for improvement in
educational programs, curriculum, and policies.
Virginia Guillermo
I MPORTANCE OF EVALUATION IN
EDUCATION
Evaluation plays a crucial role in improving the quality of
education by:

• Providing accountability and transparency: Evaluation

provides evidence-based data to stakeholders, such as
parents, policymakers, and funders, demonstrating the
effectiveness of educational programs and institutions.
• Promoting continuous improvement: Evaluation is an
ongoing process that encourages reflection, adaptation, and
innovation in education.
P RINCIPLES OF EDUCATIONAL
EVALUATION
The following principles guide effective educational evaluation:

• Continuity: Evaluation should be an ongoing process, integrated into the daily teaching and
learning activities.
• Comprehensiveness: Evaluation should consider all aspects of student development, including
academic, social, emotional, and physical domains.
• Objectives: Evaluation should be aligned with the specific learning objectives of the curriculum or
program.
• Learning Experience: Evaluation should take into account the student's learning experiences,
both inside and outside the classroom.
• Broadness: Evaluation should encompass a wide range of assessment methods and data
sources to provide a holistic picture of student learning.
• Child-Centeredness: The student should be at the center of the evaluation process, with their
needs and progress as the primary focus.
• Application: Evaluation should assess the student's ability to apply their knowledge and skills in
real-world situations.
 T EACHER EVALUATION
• How do teachers teach?
• How to know that teachers are teaching well?
• Is the student’s success the teacher’s success?

W HY EVALUATE
TEACHER?
• Encourage and enable teachers and students to take co-responsibility for the
quality T/ L experience
• To create and sustain a responsive learning environment
• Ensure excellence in T/L that fosters holistic student success
• Encourages improvement through reflective practice
inah Grace A. Valente
B ENEFITS OF TEACHER
EVALUATION
• Improves teaching and learning experiences for all
concerned
• Promotes professional development
• Provides students with –
• Opportunity to make constructive criticism
• ‘Voice’ to develop and maintain effective curriculum
• Provides data to –
• Benchmark teaching & learning quality by the laid down standards
• Individual teacher for self improvement
• To make curricular decisions
• Evidence for teachers as indicators of good teaching
M ETHODS OF TEACHER
EVALUATION
• Ratings/ review by - Peers, students, parents, administrators,
community
• Reflections on -
• Advising & mentoring
• Classroom instruction
• Courses developed or re-designed.
• Instructional materials, course textbooks, etc.
• Innovative teaching.
• Pedagogical research.
• Self reflection/ ratings
• Analysis of agreed-on student learning evidence
T
YPES OF TEACHER EVALUATION
(USED ALSO FOR STUDENT
EVALUATION)

• Placement Evaluation:
To place the ✓ person in the ✓ place
• Formative Evaluation
• Diagnostic Evaluation
• Summative Evaluation
• Norm-Referenced and Criterion-Referenced Evaluation
T YPES OF EVALUATION
1. FORMATIVE EVALUATION
Formative assessment is a common evaluation method used in schools.
Teachers or educators conduct formative assessments multiple times in an academic year
to motivate students to learn better. Since the evaluation is conducted many time, you can
use this type to help students understand their weaknesses. You can conduct formative
assessment tests to understand how students have grasped a particular portion of the
curriculum. This would be a great methodology if you are trying to check for
understanding of the students.
2. SUMMATIVE EVALUATION
Summative evaluation tests occur at the end of an academic year or
a course. This evaluation plays a key role in a student’s academic career as
it determines the promotion of students into the next stage of their learning
journey. Students often receive certificates after the completion of
summative exams, and it would entail information about their scores in the
summative exam.
T
YPES OF EVALUATION

3. DIAGNOSTIC EVALUATION

Diagnostic evaluations are very similar to

formative assessments. This evaluation is helpful
in finding the flaws in the learning process of the
students. You can use this methodology to aid
students in understanding their weaknesses.
Once, they are able to understand the
shortcomings in their learning, they will be able
to make changes in the learning process and
excel in their academic endeavors.
L EVELS OF EVALUATION
• There are different levels of evaluation to assess the achievement of
students. It is not possible to determine the success of a student by solely
using a single procedure. These levels use different yardsticks to fathom
the achievement of students and assist teachers in evaluating the
progress and shortcomings of a student’s performance.

1.SELF-REFERENCED
• You can refer to the performance of students in the previous tests and how
they have improved in the present. In this way, you will be able to assess the
progress of the students in their academic endeavors. This is an effective
technique to motivate students to perform better.
2. CRITERION-REFERENCED
• Any course would have learning objectives and you would expect their
students to achieve the objective by the time the course comes to
completion. In this type, you will analyze how students are progressing by
considering the learning outcomes. You assess whether the students are
able to achieve the objectives of the course and if they are progressing in
terms of the educational objectives of the course.

3.NORM-REFERENCED
• Through this type, you will analyze how the students perform in
comparison to the other students in the class. You can compare and
contrast how students’ performances differ and take necessary steps to
bring in changes that can alter the way they learn. This helps them to
find out the strategies that work best for them.
E FFECT OF COURSE EVALUATION ON
TEACHERS
• Too many variables in data - difficult to interpret
• Increased cost of paper based evaluation
• Lower response rates to online course evaluations  lesser validity
• Explanation lacking in relation to many variables
• Not well understood by many students -
 Leads to ‘dumbing down’ of educational stds.
 Hence not to be used for faculty hires, retentions, promotions, and tenure
• Humiliating for instructors
• Demeaning to efforts for higher stds in general
 U SES OF
EVALUATION
Placement Promotion
Remediation Instruction
Grouping Diagnosis
Administration Guidance
Development Research

Raymond Ubaldo
Lorebelle Gonlivo
U
Luvelyn E. Yu
nderstanding the Difference Between
PROJECT AND OUTCOME
EVALUATION
U NDERSTANDING THE DIFFERENCE
BETWEEN PROJECT AND OUTCOME
EVALUATION

Project and outcome evaluation are two distinct but

interconnected concepts used to assess the success
and impact of initiatives. While both aim to provide
valuable insights, they differ in their focus and scope.
This response will delve into the key differences
between these two types of evaluation, highlighting
their respective purposes, methodologies, and
benefits.
U NDERSTANDING THE DIFFERENCE
BETWEEN PROJECT AND OUTCOME
EVALUATION

Project Evaluation: Assessing the Process and

Implementation

Project evaluation focuses on analyzing the process and

implementation of a project, examining how well it was planned,
executed, and managed. It seeks to understand whether the
project adhered to its original scope, budget, and timeline, and
whether the intended deliverables were produced.
O UTCOME EVALUATION: MEASURING THE
IMPACT AND RESULTS

Outcome evaluation focuses on measuring the

impact and results of a project or program,
assessing its effectiveness in achieving its
intended goals and objectives. It goes beyond
the project's internal processes to examine how
the project has influenced the target audience or
the broader environment.
K EY ASPECTS OF OUTCOME EVALUATION
INCLUDE:
• Impact on the target audience: Did the project produce the desired changes or
improvements in the target audience?
• Long-term effects: Did the project have a lasting impact on the target audience or the
broader context?
• Return on investment (ROI): Did the project generate tangible benefits that justify
the investment of resources?
• Social, economic, or environmental impacts: Did the project contribute to positive
social, economic, or environmental outcomes?
• Surveys and questionnaires: Gathering feedback from the target audience to
assess their perceptions and experiences.
• Data analysis: Analyzing data on key indicators related to the project's
intended outcomes.
• Case studies and impact assessments: Conducting in-depth investigations to
understand the project's long-term effects and its impact on the target
audience.
B ENEFITS OF OUTCOME
EVALUATION:

• Demonstrating program effectiveness: Outcome evaluation provides

evidence-based information that can be used to demonstrate the
effectiveness of a program and justify continued investment.
• Informing decision-making: Outcome evaluation helps stakeholders
make informed decisions about future program development,
implementation, and resource allocation.
• Promoting continuous improvement: By identifying areas where
programs can be improved, outcome evaluation helps organizations
achieve better results and maximize their impact.
V
Zyra Torres
ital Roles of Stakeholders and Partners in
EDUCATIONAL MANAGEMENT
P RINCIPLES OF EVALUATION
Effective educational management requires a
collaborative approach involving various
stakeholders and partners. These individuals and
organizations contribute significantly to shaping
the educational landscape, influencing policy
decisions, and ensuring the success of educational
initiatives. This response will explore the
involvement and rules of stakeholders and
partners in managing education, highlighting their
diverse roles and responsibilities.
I
DENTIFYING KEY STAKEHOLDERS
IN EDUCATION
Stakeholders in education are individuals, groups, or organizations that have
a vested interest in the educational system and its outcomes. They can be
categorized into two main groups:

1. INTERNAL STAKEHOLDERS:

• Students: The primary beneficiaries of education, students are at the

heart of the system. Their needs, learning styles, and aspirations are
paramount in shaping curriculum and teaching methods.
• Teachers: The backbone of education, teachers play a crucial role in
delivering instruction, shaping student learning, and contributing to
curriculum development
I
DENTIFYING KEY STAKEHOLDERS
IN EDUCATION
• .School Administrators: Principals, vice-principals, and other
school leaders are responsible for managing the school's
operations, ensuring a positive school culture, and overseeing
the implementation of educational policies.
• School Board Members: Elected representatives responsible
for overseeing the district's schools, setting educational policies,
and allocating resources.
• Support Staff: Essential personnel who provide
administrative, technical, and logistical support to ensure the
smooth functioning of the school.
I
DENTIFYING KEY STAKEHOLDERS
IN EDUCATION
2. EXTERNAL STAKEHOLDERS:
• Parents/Guardians: Play a crucial role in supporting their
children's education, advocating for their needs, and
collaborating with teachers and administrators.
• Community Members: Local residents, businesses, and
organizations contribute to the educational system by providing
resources, volunteering, and participating in school events.
• Government Officials: Local, state, and federal
representatives responsible for setting educational policies,
allocating funding, and overseeing the implementation of
educational programs.
I
DENTIFYING KEY STAKEHOLDERS
IN EDUCATION
• Policy Makers: Individuals and organizations involved in developing and
implementing educational policies, including curriculum frameworks, assessment
standards, and funding models.
• Higher Education Institutions: Play a role in preparing students for post-
secondary education, providing guidance on admission requirements, and
offering professional development opportunities for educators.
• Non-Governmental Organizations (NGOs) and Advocacy Groups: Advocate
for educational equity, social justice, and the needs of marginalized communities.
• Business Community: Interested in ensuring that schools prepare students for
the workforce and provide the skills and knowledge needed for success in the
workplace.
• Philanthropists and Charitable Organizations: Provide financial support for
educational initiatives, scholarships, and programs.
 I
NVOLVEMENT AND RULES OF STAKEHOLDERS IN
EDUCATIONAL MANAGEMENT
The involvement of stakeholders in educational management is crucial for
ensuring that the system is responsive to the needs of all parties involved.
Here are some key principles and practices:

1. COLLABORATION AND COMMUNICATION:

• Open and Transparent Communication: Regular communication

channels should be established to facilitate open dialogue and information
sharing between stakeholders.
• Shared Decision-Making: Stakeholders should be involved in decision-
making processes that affect their interests. This can be achieved through
advisory councils, committees, or other collaborative mechanisms.
• Active Listening: It is essential to listen attentively to the perspectives of
all stakeholders, acknowledge their concerns, and consider their input in
Via Torres decision-making.
I
NVOLVEMENT AND RULES OF STAKEHOLDERS IN
EDUCATIONAL MANAGEMENT
2. RESPECT AND RECOGNITION:
• Recognizing Diverse Perspectives: Stakeholders have diverse
backgrounds, experiences, and priorities. It is essential to acknowledge
and respect these differences.
• Value and Importance: All stakeholders should feel valued and
recognized for their contributions to the educational system.

3. ACCOUNTABILITY AND TRANSPARENCY:

• Accountability to Stakeholders: Schools and educational institutions
should be accountable to stakeholders for their actions and decisions.
• Transparency in Operations: Information about school operations,
policies, and financial resources should be readily available to
stakeholders.
I
NVOLVEMENT AND RULES OF STAKEHOLDERS IN
EDUCATIONAL MANAGEMENT
4. BUILDING PARTNERSHIPS:
• Community Partnerships: Schools should actively seek partnerships with local
businesses, organizations, and community leaders to enhance educational opportunities
and provide real-world learning experiences.
• Government Partnerships: Collaboration with government agencies is essential for
securing funding, implementing policies, and accessing resources.
• Higher Education Partnerships: Partnerships with universities and colleges can
provide access to professional development opportunities, research collaborations, and
student mentorship programs.

5. ADDRESSING CHALLENGES AND CONFLICTS:

• Conflict Resolution: Effective mechanisms should be in place to address conflicts and
disagreements between stakeholders in a constructive and respectful manner.
• Finding Common Ground: Focus on shared goals and interests to build consensus
and find solutions that benefit all stakeholders.
 K
Leigh Jumauay
ey Steps in Decentralized

EDUCATION
D ecentralized education is a paradigm shift in how we
approach learning, moving away from traditional
centralized models towards a more distributed and
community-driven approach. This shift promises to
address many limitations of the current education
system, including accessibility, cost, and relevance.
While the concept is still evolving, several key steps are
emerging as essential for building a successful
decentralized education system.
K EY STEPS IN DECENTRALIZED
EDUCATION
1. DEFINING THE VISION AND PRINCIPLES

The first step is to clearly define the vision and principles of decentralized education.
This involves outlining the core values, goals, and objectives that will guide the
development and implementation of the system. Key considerations include:

• Accessibility: Decentralized education should be accessible to everyone, regardless of

their location, socioeconomic background, or prior learning experiences.
• Flexibility: The system should be flexible and adaptable to individual learning styles,
needs, and goals.
• Relevance: Education should be relevant to the real world and prepare learners for the
future.
• Community Ownership: Decentralized education should be owned and governed by the
community, empowering learners, educators, and stakeholders to participate in shaping
the system.
K EY STEPS IN DECENTRALIZED
EDUCATION
2. BUILDING THE INFRASTRUCTURE

A robust infrastructure is crucial for supporting decentralized education. This includes:

• Blockchain Technology: Blockchain technology can be used to create secure,
transparent, and verifiable records of learning achievements, facilitating the recognition of
credentials and the transfer of knowledge.
• Decentralized Storage: Decentralized storage solutions can ensure the availability and
accessibility of educational resources, even in the event of a single point of failure.
• Metaverse Platforms: Immersive virtual environments like the metaverse can provide
engaging and interactive learning experiences, fostering collaboration and community
building.
• Open Educational Resources (OER): OERs are freely accessible and reusable
educational materials that can be adapted and shared by anyone, promoting open
access to knowledge.
K EY STEPS IN DECENTRALIZED
EDUCATION
3. FOSTERING COMMUNITY ENGAGEMENT

Decentralized education thrives on community engagement. This involves:

• Creating Learning Communities: Online platforms and communities can
connect learners with educators, mentors, and peers, fostering
collaboration and peer-to-peer learning.
• Empowering Learners: Learners should be empowered to take
ownership of their learning journey, setting their own goals, choosing their
learning paths, and evaluating their progress.
• Recognizing and Rewarding Contributions: Recognizing and rewarding
contributions from learners, educators, and community members is
essential for motivating participation and fostering a sense of ownership.
K EY STEPS IN DECENTRALIZED
EDUCATION
4. DEVELOPING NEW MODELS OF LEARNING AND ASSESSMENT

Decentralized education requires innovative models of learning and assessment that are
aligned with the principles of flexibility, relevance, and community ownership. This includes:
• Project-Based Learning: Project-based learning encourages learners to apply their
knowledge and skills to real-world problems, fostering critical thinking, creativity, and
collaboration.
• Experiential Learning: Experiential learning emphasizes hands-on experiences and
practical application, allowing learners to learn by doing.
• Peer-to-Peer Assessment: Peer-to-peer assessment encourages learners to provide
feedback to each other, fostering critical thinking and self-reflection.
• Portfolio-Based Assessment: Portfolio-based assessment allows learners to showcase
their skills and achievements through a collection of work, demonstrating their progress
and growth.
K EY STEPS IN DECENTRALIZED
EDUCATION
5. ENSURING QUALITY AND STANDARDS

Maintaining quality and standards is crucial for the credibility and effectiveness of
decentralized education. This can be achieved through:
• Community-Driven Quality Control: Communities can establish quality assurance
mechanisms, such as peer review processes and reputation systems, to ensure the
reliability and validity of educational resources and learning experiences.
• Accreditation and Recognition: Decentralized education systems need to
establish mechanisms for accrediting learning outcomes and recognizing credentials,
ensuring that learners receive the recognition they deserve for their achievements.
• Continuous Improvement: Decentralized education should be a dynamic and
evolving system, with continuous improvement processes in place to adapt to
changing needs and emerging technologies.
R EFLECTION:

• As a teacher, how do you evaluate the

effectiveness of your teaching methods
and how evaluation helps you in preparing
your instructional objectives?