M4.6 Research and Evaluation Flashcards
What is the nature of research and evaluation?
Counselor accountability is best proven through research and evaluation. Research and Evaluation are often thought of as one and the same. While there may be some similarities in the procedures employed, there are major distinctions between the two. Research is a service-oriented activity conducted to discover new knowledge, to advance current knowledge, and to substantiate theory. Program evaluation is a program-oriented activity that seeks to collect relevant information to determine whether program goals are met in terms of outcomes as basis for the modification of the delivery of services.
What are definitions of research?
- Filipino counselors seem to shy away from research. In fact, many still cannot see its relevance to their work, especially because they are eager to get into client handling. Some even balk at the thought that it is part of their graduate studies. They believe it steals precious time from reaching out to the troubled individuals who need immediate assistance.
- Research is organized scientific effort for discovering new material, unearthing what is hidden, finding explanations for current situations, and, corroborating or debunking theoretical assumptions, claims, or practices through systematic study (Gibson and Mitchell, 2003). Its benefits include the deepening of insights into the clientele, the self, and the counseling profession and how they relate to one another. Unearthing of problems that can underlie failure in the attempt to use particular strategies can be done through a systematic study. Hence, research eliminates the waste of precious time and possible harm by helping the counselor know what works and what does not. Aside from being stimulating, research can goad counselors to widen their horizons and discover unexplored areas relevant to the profession. Research is indispensable for personal and professional growth.
- Research, while dodged by a lot of counselors who see it as additional and unnecessary work, is tangible evidence that the Guidance Office is doing something useful. When the Guidance Office can present research findings that can help the institution attain its goals and objectives or implement its plans, the management will see the value of a non-earning arm like the Guidance Office.
What is program evaluation?
Evaluation is done to discover whether programs, services or activities attain the goals for which they were implemented.
Program Evaluation may be considered a form of research. It requires systematic collection and analysis of date to determine the value of a program—its effectiveness, adequacy, efficiency. It provides the institution with a sound basis for planning, implementing, managing and promoting. According to Gibson and Mitchell (1999), it does the following:
- providing evidence of the positive impact of Guidance Programs and Counseling Services on students, faculty, parents and community organizations, in the case of schools; and management, employees, and customers in the world of work
- identifies needs not met by the present program
- determines the relative effectiveness of programs, services, activities, methods, and materials
- provides a basis for designing staff development and parent consultation programs
- supplies information for support of the current program or for improving personnel, services, facilities, budget, or coordination with the other members of the school community
- underscores and clarifies the role of the school counselor and his/her services as an integral part of the educational system and program
What does evaluation justify?
Evaluation justifies the existence of the Guidance Program and the need to support it to make it more functional and effective. In many schools, the Guidance Program is as an unnecessary burden to the school. This is the reason why without the RA 9258, many schools give the counselor duties and responsibilities that are not guidance-related and that are fatal to the practice of Guidance and Counseling in the Philippines. The absence of proof that the program works and deserves support causes administrators to refrain from going beyond what the Department of Education or the Commission on Higher Education or the accreditation agencies or the law would require. If evaluation can show that it works, how it works, and why it works, the administration may be more amenable to investing in its improvement or expansion.
What are the types of evaluation?
- Formative Evaluation
2. Summative Evaluation
What are the imperatives of effective evaluation?
- In a thorough evaluation, counselors and other Guidance personnel, administrators, parents, teachers and students are surveyed. In other words, recipients and implementors of the services and activities must be involved in the evaluation.
- The attainment of the goals of the program, service or activity—not just the enjoyment or satisfaction it provides—must be the target of the evaluation. This is the reason why goals must be operationalized and the measuring criteria must be stated right from the very start.
- Evaluation must be properly planned. Its goals must be clear. Decisions should be made regarding:
- What to evaluate: personnel and staff, services/activities offered, delivery of services, faclities, attainment of objectives
- Who the evaluation would serve
- What questions should be addressed by the evaluation
- Who should conduct the evaluation
- Who should be asked to evaluate
- When to evaluate
- The results of the evaluation must be communicated to the parties concerned in a concise, clear, and objective way.
- The findings must be used to improve the program, service, or activity, with the discovered strengths being highlighted and reinforced.
What is formative evaluation?
Formative Evaluation is conducted during the planning and operation of a program, service or activity. It seeks to obtain evaluative information that can be used to improve the content and delivery along the way. Process and content examination may be done by qualified persons as the program, service, activity are in progress, so that revisions can be made as needed.
What is summative evaluation?
Summative Evaluation is usually conducted after the program activity or service has been completely drawn up and implemented to determine its effectiveness. An informed decision can then be made on whether to continue, revise or terminate.
What is conducted during the planning and operation of a program, service or activity?
Formative Evaluation
What seeks to obtain evaluative information that can be used to improve the content and delivery along the way?
Formative Evaluation
What type of evaluation is it when process and content examination may be done by qualified persons as the program, service, activity are in progress, so that revisions can be made as needed?
Formative Evaluation
What is usually conducted after the program activity or service has been completely drawn up and implemented to determine its effectiveness?
Summative Evaluation
What type of evaluation is it when an informed decision can then be made on whether to continue, revise or terminate?
Summative Evaluation
