Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

Institute of Science and Technology
Cavite Campus

Master of Arts in Education

Major in Administration and Supervision
Course Code: MAS 105
Course Title: Organization and Administration of the Guidance
Program

Topics: Guidance Budget

Evaluation of the Guidance Program

Professor: Mrs. Elsa O. De Leon,EdD

Student Name: May V. Canciller
A budget is an estimation of revenue and expenses
over a specified future period of time and is
utilized by governments, businesses, and
individuals. A budget is basically a financial plan
for a defined period, normally a year that is known
to greatly enhance the success of any financial
undertaking

A budget is a spending plan based on income and

expenses. In other words, it's an estimate of how
much money you'll make and spend over a certain
period of time, such as a month or year
ROLE AND PURPOSE OF THE SCHOOL
BUDGET
The school budget—and accompanying process—provides
school districts and their leaders with an opportunity to justify the
collection and expenditure of public funds. In its most simple definition, a
school budget describes a district’s plan for the upcoming year as related
to anticipated revenues and expenditures. School budgets allow districts to
translate sometimes intangible missions, operations and objectives into
reality by outlining and providing specific programs and funding/financial
terms.
A school budget helps bridge the gap that can exist between a
district’s stated goals and resource allocation. The budget process forces
the discussion that will inform choices among various programs
competing for the limited available resources. As William Hartman writes,
key steps of the school budget process include, “…establishing the
district’s objectives and priorities; allocating resources; involving the
public through budget hearings, school board decisions and other means of
representative democracy; and, in some states, conducting budget
elections.” (Hartman, 1999).
 DepEd Career Guidance Program for
SY 2021-2022

Budget Allocation
Schools shall include all expenses relative to Career
Guidance in their Annual School Improvement Plan and in
accordance with the provisions stipulated in the Joint
Memorandum issued on September 21, 2020 (Annex F).
Introduction

Evaluation in guidance and counselling refers to the measures

used to assess the effectiveness of guidance and counseling
program.

Evaluation of guidance and counseling programme not only

helps in developing effective and meaningful guidance and
counselling program but also helps counsellors enhance their
skills.
As a counsellor/ teacher
counsellor you have to follow a
systematic way of determining
effectiveness of the activities in
terms of the outcomes achieved.

Evaluation of guidance program

is also essential.
 Describe Explain Describe Identify Enlist Select
Describe the Explain the Describe the Identify a Enlist the Select the
meaning and purposes, criteria of suitable steps involved appropriate
importance of principles, evaluation evaluation in conducting methods, tools
evaluation in characteristics specific to model for evaluation; and
general; and types of guidance and evaluation of and techniques of
evaluation; counselling guidance and evaluation as
program; counselling per the
program; requirement
of particular
guidance
activities.
measuring the effectiveness of any program, activity,
performance, in terms of its pre-determined goals or
objectives.
Webster’s dictionary “Evaluation is the act or result of
evaluating or examining and judging the worth, quality,
significance, amount, degree or condition of something”.
Evaluation is done with a view to correcting, improving,
changing, rating or pricing.
Evaluation of a guidance program not only helps school
counsellor in determining the extent to which a counselling
program has made a positive impact on students, it also helps in
identifying the problems/ barriers that obstruct the desired
success of the program.
helps in guiding the counsellor to develop effective guidance
program according to the objective
According to Vacc, Rhyne
and Poidevant (1993)
The main purpose of
evaluation is to acquire an
understanding of how
present guidance services are
being utilized and to
determine areas that need
additional emphasis
i. To find the need and meaningfulness of a program/ activity.
ii. To identify the strengths and / or weaknesses of a
program/activity.
iii. To assess the degree of satisfaction of the target group with the
services Methods of Evaluation rendered/ activity organized.
iv. To analyze the kind of interventions to be used for a particular
group of students.
v. To observe the progress of desired change to be brought in
students with the help of guidance and counselling program.
vi. To set a baseline for remedial actions and to improve subsequent
efforts.
vii. To assist school administration/counsellor /teacher to assess
proper use of facilities, budget and other resource
Establishment of predetermined goals or objectives, against which evaluation is done.
Making evaluation more meaningful by setting up valid criteria.
Application of the evaluation criteria, which make use of appropriate tools and
techniques necessary.
Involvement of all stakeholders (such as students, peers, parents, teachers, school
management etc.) in guidance program.
Proper feedback and follow-up to improve and/or develop guidance program.
Continuous evaluation to rectify the weaknesses / problems in the program.
Establishment of credibility and confidentiality so that students, parents and peers
share the information willingly with the counsellor
 Characteristics of Evaluation

intended to
Sharma (1999)
contribute to
the solution of a decision-
a particular oriented study
kind of practical
problem.
idiographic
activity
Goals of Evaluation
To determine the worth of its materials, programs and
activities.
Education and/or guidance program evaluation is concerned
with a phenomenon which has limited generalizability
across time and place
Education and guidance are multi-disciplinary.
The evaluator’s role is largely that of a methodological
expert applying inquiry techniques to the solution of a
particular type of practical problem.
Types of Evaluation
Formative Evaluation Summative Evaluation Diagnostic Evaluation
 It is done during the • It is done at the end / • Done at any time in the
program / activity before completion of the program to pinpoint
its completion. program/ activity. anything wrong in the
 It is conducted more • It is helpful in knowing program.
than once depending the effectiveness of • This helps the
upon the length of the whole program. counsellor in correcting
activity. • In this case the the problems
 It is quite helpful in the counsellor comes to immediately, thereby,
early stage of know about the worth improving the
development of a of program at the end program/activity
program as it helps in of the program.
improving the program
The Essential Requirements for Effective Evaluation

The objectives should be observable and measurable.

The method of evaluation should be valid.

The process used for evaluation should be reliable.

The person conducting the evaluation should be expert

in evaluation process.
Criteria for Evaluation
• Criteria are a set of principles, standards or a measure against
which assessment and evaluation are done
• In evaluation of guidance and counselling program/activities,
pre-determined criteria help in assessing whether the services
rendered are in line with the objectives framed
• Criteria also help in identification or developing tool for
evaluation such as checklist, interview schedule, questionnaire
or a rating scale.
• Criteria set for the goal are directly observable and measurable
EVALUATION OF GUIDANCE AND
COUNSELLING PROGRAM
Evaluation Perspectives
personnel
evaluation, program
and evaluation
Methods of
Evaluation

results
evaluation
 Programme Evaluation
• According to Siddiqui (2009) when we conduct
evaluation of the program two questions arise:
1. Is there a written guidance program in the
school?
2. Is the written guidance program the actual
implemented program in the school?
 If there is any discrepancy between the written
program and the implemented program, it will be
known while program evaluation is being done.

program
program evaluation
standards

Program standards acknowledged measures of comparison, or the criteria used

to make judgments about the adequacy of the nature and structure of the
program as well as the degree to which the program is in place
Documentation
• guidance curriculum guides
• teacher’s and counsellor’s unit and
lesson plans
• yearly master calendar for the guidance
program
• curriculum material
 Personnel Evaluation
Evaluation is based directly on the job task descriptions and
usually has two parts:
a formative part (supervision) and
a summative part (evaluation).
The job task description identifies the performance areas to
be supervised and evaluated.
 Personnel Evaluation
For instance, the job description of a school counselor would include the
following roles:
• implementing the guidance curriculum;
• counseling individuals and small groups with immediate needs and specific
problems;
• consulting with parents and teachers;
• referring students to appropriate community agencies;
• coordinating, conducting, and being involved with activities that improve
the operation of the school;
• evaluating and updating the guidance program; and
• continuing professional development
 Results Evaluation
• According to Siddiqui Johnson (2003) the results may be long-range,
intermediate, immediate, and unplanned.
Long-range results focus on how programs affect students after they
have left school.
Intermediate results focus on the knowledge and skills all students
may gain by participating in the guidance program.
 Immediate results are the knowledge and skills students may gain
from participating in specific guidance activities.
 Basic Steps of Evaluation

Identification of objectives

Follow-up Planning

Reflective Analysis
Models of Evaluation

Goal Accountability
Attainment Discrepancy
Bridge Model
Scaling Model Evaluation
(Astramovich,
(Glicekn, 1978) Model (Pine,
Coker and
1975)
Hoskins, 2007
Accountability Bridge Model
Approaches to Evaluation of Guidance and
Counselling Program
• Serves the purpose of determining the status of programs and
Appraisal Approach students

Assessment • Aims to measure changesin programs and activities

Approach
Evaluation • Designed to determine the worth and effectiveness of program
provisions primarily in student behaviour and development and in
Approach addition, advances in educationalfunctions like instruction
 Methods of Evaluation
• Three Types of Data
• These include recording the extent of time devoted to providing
Enumerative data various guidance services or frequency of guidance activities
conducted during a particular period of time

• Process data include information on the personal characteristics

Process data and professional skills of the counsellor, such as timemanagement
skills, communication skill, organizational / coordination skills.

• Information regarding behavioral changes occurred due to the

Outcome data introduction of guidance and counselling program and
involvementof the counsellor
Methods of Evaluation

Case Study Method

Potential dropouts
Under-achievers Preliminary Information
Individualistic Talented and gifted students in Past History
Time consuming all areas Present Status and
Provided in-depth information Disadvantaged students Development
Socio-metrically identified as Home and school environment
Rejected and Isolates
Methods of Evaluation
SurveyMethod
1. Identify the objectives of evaluation of
Used in an evaluation guidance and counselling program
2. Form a guidance committee to help
study when data are
required to be obtained questionnaire counsellor to obtain data from the
stakeholders
from a large group of rating scale
3. Identify the sample size and population
stakeholders such as interview schedule 4. Select the tool (s)
students, parents, 5. Administer the tools and obtain data
teachers etc. receiving 6. Compile and analyze the data
7. Generalize the data
any group guidance or
8. Formulate recommendation
counselling program
Methods of Evaluation
ExperimentalMethod
 most appropriate
method to determine
the worth and
 Pre-Test/ Post  Experimental / Control
effectiveness of Test design Group Design
program activities and
in improving guidance
and counselling
program
 planned attempt to
study the effect of
intervention