EVALUATION OF GUIDANCE
EVALUATION is not new in human experience. Evaluation is used to mean appraisal or measurement.
As applied to education, it is process by which we find the extent to which the
objectives of the school policies and school program are being attained. Good defines evaluation as the process of determining the value of something. According to Wright stone, it means the identification and formulation of a comprehensive range of major objectives…. Their definition in terms of human behavior and use or construction of valid, reliable, and practical
instruments for appraising various phases of human behavior. According to him, evaluation includes integrating the various indexes of behavior changes into an individual’s pattern. Evaluation can therefore be a synonym of appraisal, in finding the values of a method, a device, technique, or institution for the accomplishment of set-up objectives. Instruments of appraisal include tests and norms, questionnaires, judgment scales, interviews, observation, anecdotal records, stenographic reports, school records, and biographical sketches. Guidance itself is not evaluated. Just as we do not evaluate a dress itself, but whether the dress fits a figure, neither do we evaluate guidance itself but its objectives and the instruments and method used in guiding individuals. Evaluation is not the end but the means of attaining the end in this case, which is the self-development of the individual. The way of evaluation. According to Dr. Ordonez, any program without evaluation is like a boat drifting without a rudder. Without evaluation, progress or improvement is impossible. Evaluation is a difficult task, a complex one, because of lack of set standards. In evaluating a guidance program, these factors are to be considered: 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 and 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. The Purpose of Evaluation According to Tyler, the purposes of educational evaluation are as follows: To provide a periodic check of the effectiveness of a guidance program, and thus indicate the points in which the program may be improve. To determine the correctness or incorrectness of the hypothesis on which the guidance program operates. To provide information basic to individual guidance -- this includes pupil’s accomplishments, abilities, and personality. To provide a certain psychological security to school staff, to pupils, and to parents. To provide a sound basis for public relations.