1. TYPES OF EVALUATION

2. BASED ON THE TYPE OF
APPROACH:
1. HUMANISTIC APPROACH
 goal-free
2. SCIENTIFIC APPROACH
 purpose-driven

3. • EVALUATION OF LEARNING
vs.
• PROGRAM EVALUATION

4. EVALUATION OF LEARNING
usually use in a classroom level to
determine whether learning has taken
place or is taking place in order to find out
the effectiveness of instruction
 still an area that is widely criticized

5. PROGRAM EVALUATION
 to determine whether the interaction of
the various components of the system (
inputs, processes, outputs ) is producing
or has produced the desired results in
order to find out the effectiveness of the
program thru analysis.

6.  COST-EFFECTIVENESS ANALYSIS /
COST-BENEFIT ANALYSIS
 an educational tool which can provide
educational managers a much clearer
view of the various options and tradeoffs available to them when making
decisions.

7.  it aims to discover ways such that the
desired outcomes of the implementation
of the curriculum may be attained with
the least cost or given a specific amount
of resources.

8. FORMATIVE EVALUATION
vs.
SUMMATIVE EVALUATION

9. FORMATIVE EVALUATION
 is a process of quality control since
it aims to detect deficiencies in the
curriculum during the process of
implementation
in
order
to
immediately
undertake
the
necessary adjustment and revision to
insure its success.

10. It is a fine-tuning-effort, that is why it is
necessary to conduct this type of analysis
at various stages of the implementation
phase to gather information not only on
whether the intended objectives are
being realized but also to determine
whether some unintended outcomes are
being achieved unwittingly.

11. SUMMATIVE EVALUATION
 its goal is to present a total picture
of the quality of the curriculum after
its wide-scale implementation in
order to make a judgment on
whether the expressed objectives
were met or not.

12.  It has to be conducted at a
strategic endpoint to enable the
decision-makers view a total
picture of the curriculum project.

13.  There’s
a need to employ formal
procedures which are more
systematic and structured means
of data gathering to obtain the
desired information

14.  Sometimes it is conducted several years
after the wide-scale implementation of
the curriculum to determine the impact
of the implemented curriculum on the
educational system as well as on the
larger community and due to the widerange of information needed from a
variety of sources, IMPACT STUDIES are
more difficult to undertake.

15. THANK YOU