Chapter 10

Evaluation of Guidance
Chapter 10
Objectives:
Define the Evaluation of Guidance;
Classify the purposes of Evaluation;
Analyze the why, the how and the when
of Evaluation; and
Document the sample questionnaire for
Evaluation.
EVALUATION
Is used to mean appraisal or measurement.

It is the process by which we find the extend to
which the objectives of the school program are
being attained.
Can be therefore be a synonym of appraisal, in
finding the values of a method, device,
technique, or institution for accomplishment of
set-up objectives.
Instruments of Appraisal includes:
 Tests and norms

 Questionnaires
 Judgment scales
 Interviews
 Observation
 Anecdotal records
 Stenographic reports
 School Records
 Biographical Sketches
Factors to be considered in evaluating
guidance program:
The location of the school, which means there
are as many different guidance programs as
there are provinces with different attitudes,
needs and assets.
The number of quality of the students enrolled
and who are in need of guidance with their
different attitudes, abilities, needs and interests;
and
The time of evaluation
Purposes of Evaluation
1. To provide a periodic check on the effectiveness of a guidance

program, and thus indicate the points in which the program may be
improved.
2. To determine the correctness or incorrectness of the hypothesis on
which the guidance program operates. It may operate on the
belief that well-trained personnel will eliminate pupil maladjustments
and that the distribution of guidance services throughout the
teaching staff is most effective. Systematic evaluation seems to
indicate that neither hypothesis is correct.
3. To provide information basic to individual guidance – this includes
pupil’s accomplishments, abilities, and personality.
4. To provide a certain psychological security to
school staff, to pupils, and to parents.
5. To provide a sound basis for public relations.
The critical attitude of parents and taxpayers
can often be turned into cooperation if
concrete evidences of the school’s
accomplishments are available.
Raymond Hatch and Bufford Steffire enumerates
the TEN purposes of evaluation, as follows:
1. To determine the scope and nature of the guidance services offered in the
school.
2. To find out how effectively the guidance program is functioning to meet
the needs of the school population and of out-of-school youth and adults.
3. To consider other aspects of the program that may be included for further
improvement of guidance services.
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
total educational program of the school.
6. To determine what contributions to education in general have been made
by this specific guidance program.
7. To aid the principal, the counselor, and the teacher in understanding and
meeting the needs of the individual pupil.
8. To find out what remedial measures are necessary to strengthen the
guidance program.
9. To inspire all guidance personnel to exert more effects to promote the
program.
10. To indicate how better use of the community resources ma be made in the
guidance program in further improving the guidance services.
What should be evaluated
A. Individual inventory
1. The use, accuracy, up-to-dateness, availability of records.
2. The purposes of a testing program.
3. The flexibility of the program – based on pupil’s abilities,
aptitudes, and interests
4. Use of various instruments in securing needed pupil information.
5. Effectiveness of available individual guidance resources
B. Information services
1. Information about community agencies and resources
2. Availability and accessibility of educational and vocational
information
3. Pupil information about different occupations
4. Method of disseminating occupation information
5. Pupil information on curricular and co-curricular offerings
C. Counseling services
1. Pupil plans along educational and vocational lines - whether stable and
permanent
2. Availability of qualified counselors
3. Pupil failures – causes
4. Guidance and counseling facilities – availability and adequacy
5. Provision for individual counseling
6. Pupil reactions – school activities
7. Pupils problems – number, types
8. Efforts of pupils being exerted
D. Placement services
1. Correlation of educational and vocational plans before and
after pupils leave school
2. Pupils’ reasons for educational and vocational choice
3. Guiding pupils and placing them in occupations where they fit
E. Follow-up
1. Attitude of parents toward the program
2. Extent of available community resources utilized
3. Correlation of achievements of students in high
school and in college
4. Number of pupil withdrawal
F. Organization and administration program
1. Attitude of teaching staff toward guidance
2. Help given by the teacher in providing information on the vocations
3. Problems encountered by school staff in administering guidance
services
4. Participation of specialties, psychologist
5. Philosophy and objectives of the guidance program
6. Correlation between objectives and actual carrying out of those
objectives
7. Attitude of principals, supervisors, superintendents, toward the program
Characteristics of Evaluation
1. Evaluation should be comprehensive. Areas within test construction
has not supplied completely defensible scientific instruments should
not be considered.
2. Evaluation based on changes in he individual total behavior, as
there are no walls that separate the physical child from the
individual, social, or emotional child.
3. Evaluation should aim at furnishing all findings that will be of use to
the teaching staff, to the individuals concerned, to the parents, and
to the public.
4. Evaluation is continuous.
5. Evaluation is related to local curriculum enrichment.
6. Evaluation should involve the participation of all.
The How of Evaluation
Three Methods/types of Approach to Evaluation:
1. The developmental method which follows an individual

over a definite period of time, observes the total
adjustment he has made, records all pertinent data
about the individual, and diagnoses data as recorded.
This process takes times.
2. The experimental cross-section method is one wherein a counseled
group is compared to a non-counseled group. Dr. Ordonez made
use of this method when he was requested to appraise the
guidance program of the United States Veterans Administration,
Manila Regional Office.
3. The logical survey in which the needs of students are determined

and services designed to meet those needs are made available.
This method sets up certain standards against which a guidance
program is checked.
Functions of Guidance
a. Study every pupil. Information about a child should be continuous

and cumulative from the day he starts schooling. Such information is
mentioned n the Unit on the Counseling Process, and data so
collected can be furnished the high school or college staff to make
available complete information about the individual.
b. Providing information and experience to the student. This has to do

with educational information, aside from co – curricular activities
and apprentice work that the schools can provide with the
cooperation of various forms of already established, like tailoring
and dressmaking shops, machine shops, restaurants and other
eating places, groceries and other stores, and government offices
with clerical positions.
c. Counseling. Adjustments can be made about the
subjects taken as well as on occupational preparation
with the aid of catalogues, brochures, professional
books and magazines. The role of the counselors in not
limited to these adjustments, as mentioned in the
previous units.
d. Placement and follow-up.
e. Cooperation between the school on one hand, and the
home, church and community on the other.
HANDOUTS
Pages 141-147
Achievements made so far
A survey conducted during the school years 1957-1958 and 1958-1959 on the
status and scope of guidance services in the public elementary, secondary,
and collegiate schools in the Philippines reveals that:
1. City elementary schools and some central schools in the provinces have
organized programs of guidance services.
2. Organized guidance services exist in secondary or collegiate level in
varying stages of development
3. Many small barrio schools do not as yet have organized guidance
programs
4. There are full-time guidance counselors in the city high schools
5. The majority of the guidance workers are fulltime teachers, with guidance
as an extra assignment
6. Guidance services in the public elementary schools placed emphasis on
the educational problems of pupils, while in the secondary and collegiate
school the stress was on educational and vocational problems
7. Health centers, hospitals and clinics as well as social welfare offices were
utilized to advantage by guidance programs in the different schools
8. There are 33 provincial and city divisions having division supervisor of
evaluation and guidance paid from the national rolls, 12 division supervisor
of guidance are being paid from local funds and these educators
organize, develop, upgrade and expand guidance services in the schools
of their respective divisions.

Chapter 10

Uploaded by

Copyright:

Available Formats

Chapter 10

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 10

Uploaded by

Copyright:

Available Formats

Evaluation of Guidance

Is used to mean appraisal or measurement.

 Tests and norms

1. To provide a periodic check on the effectiveness of a guidance

Three Methods/types of Approach to Evaluation:

1. The developmental method which follows an individual

3. The logical survey in which the needs of students are determined

a. Study every pupil. Information about a child should be continuous

b. Providing information and experience to the student. This has to do

You might also like