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ALLAMA IQBAL OPEN UNIVERSITY,

ISLAMABAD

EVALUATION MANAGEMENT SYSTEM

IN
EDUCATIONAL LEADERSHIP
AND MANAGEMENT
CC 8605 -B.Ed.

PRESENTED BY :
SHAHID IQBAL TABASSUM
M.Phil, M.Ed
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1. Importance and criteria of Evaluation in Management

2. System Evaluation (CIPP)
3. Role and Purpose of Evaluation

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Objectives:
After studying this chapter the trainee teachers can be able to

1. Understand the need and importance of evaluation in management.

2. Describe the system of evaluation
3. Understand the criteria of evaluation
4. Improve the school management system through evaluation

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Need and Importance of Evaluation in Management

In this day of account ability and wise use of scarce resources; it is
important that evaluation efforts should be initiated and maintained in order to
justify programmes and budgets.
The following question should be examined as a result of the evaluation
process.
1. Is the target population being served?
2. Is the Programme producing the desired results?
3. Is the cost-effective?
4. Is the Programme compatible with other programmes 5
5. Does the Programme support the mission of the school?
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Need and Importance of Evaluation in Management (continue…)

Evaluation is a process of obtaining and providing useful information for

decision making.

Evaluation is a mechanism for generating data on which decisions can be

made

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System of Evaluation /CIPP Model of Evaluation.

The CIPP Evaluation MODEL

One very useful approach to educational evaluation is known as
the CIPP, or Content, Input, Process, Products approach, developed by
Stufflebeam (1983).This provides a systematic way of looking at many
different aspects of the curriculum development process. There is a risk,
however, that it may be directed only by experts or outsiders and for this
reason it is vital to identify ways in which various stakeholders can be
meaningfully involved. 7
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Basically, the CIPP model requires that a series of questions be asked 8

about the four different elements of the model
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Context
 What is the relation of the course to other courses?
 Is the time adequate?
 What are critical or important external factors (network , ministries)?
 Should courses be integrated or separate?
 What are the links between the course and research/extension
activities?
 Is there a need for the course?
 Is the course relevant to job needs?

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Inputs
 What is the entering ability of students?
 What are the learning skills of students
 What is the Motivation of students?
 What are the living conditions of students?
 What is the students existing knowledge?
 Are the aims suitable?
 Are the objectives derived from aims?
 Are the objectives “smart”?

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Inputs (continue…)
 Is the course content clearly defined?
 Does the content (KSA) match student abilities?
 Is the content relevant to practical problems?
 What is the theory/practice balance?
 What resources/Equipment are available?
 What Books do the teachers have?
 What books do the students have?
 How strong are the teaching skills of teachers?

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Inputs (continue…)
 What time is available compared with the workload, for preparation?
 What knowledge, skills and attitudes, related to the subject.do the
teachers have?
 How supportive is the classroom environment?
 How many students are there?
 How many teachers are there?
 How is the course organized?
 What regulations relate to the training?

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Process
 What is the work load of students?
 How well/actively do students participate?
 Are their any problem related to teaching?
 Are their any problem related to learning?
 Is there effective 2-way communication?
 Is knowledge only transferred to students, or do they use and apply it?
 Are there any problems which students face in using
/applying/analysing the knowledge and skills?

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Process (continue…)
 Is the teaching and learning process continuously evaluated?
 Is teaching and learning process continuously evaluated?
 Is teaching and learning affected by practical/institutional problems?
 What is the level of cooperation/interpersonal relations between
teachers/students?
 How is discipline maintained?

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Product
 Is there one final exam at the end or several during the course?
 Is there any informal assessment?
 What is the quality of assessment (i.e. what levels of KSA are
assessed?)
 What are the students’ KSA levels after the course?
 Is the evaluation carried out for the whole PCD process?
 How do students use what they have learnt?

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Product (continue…)
 How was the overall experience for the teachers and for the students?
 What are the main “lessons learned”?
 Is there an official report?
 Has the teacher’s reputation improved as a result (or been ruined)?

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Methods used to evaluate the curriculum

 There are many ways to evaluate the curriculum. Here are some
common ways, Several of these would normally be used in
combination:
 Discussion with class
 Informal conversation or observation
 Individual students interviews
 Evaluation forms
 Observation in class/session of teacher/trainer by colleagues

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Methods used to evaluate the curriculum (continue…)

 Video tape of own teaching(micro teaching)
 Organizational documents
 Participants contracts
 Performance tests
 Question are
 Self-assessment
 Written test

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Purpose of Evaluation
1. Evaluation determines the worth or value of an educational activity
process.
2. Teachers, supervisors, administrators and citizen group need reliable
information relating to:
(a) What did or did not work or worked well.

(b) Why it worked or did not work satisfactorily, and,

(c) Modification /changes that may be needed.

3. The evaluation is to make it possible to make rational decisions about

education policies and procedures.
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Purpose of Evaluation (continue…)

4. Evaluation should provide a sound basis for making judgments and
developing conclusions.
5. Decisions are made about the instructional programmes.
6. Evaluation should ensure continually improving process and
programmes of education.
7. Evaluation should enable schools and school systems to diagnose
difficulties and to avoid destructive factors.

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Purpose of Evaluation (continue…)

8. Evaluation should improve the ability of the staff and lay citizens to
plan affect improvements in the educational system.
9. Evaluation should enable school system to test new approaches to the
solution of problems
10. Evaluation should lead us to towards action research

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Role of Evaluation
1. To permit appropriate educational decisions to be made. It includes
four stages.
(i) Becoming aware that decision is needed.
(ii) Designing the decision situation
(iii)Choosing among alternatives
(iv) Acting upon the chosen

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Role of Evaluation (continue…)

 Once the need for decision is evident, the decision maker must design
the situation to be proceeded.

 The CIPP model was created in the 1983 by Daniel Stuffle Beam and
is considered a decision –oriented model that systematically collects
information about a Programme to identify the strengths and
limitations in context or delivery, to improve Programme
effectiveness or plan for the future of a program.
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 HUMAN DEVELOPMENT AND LEARNING
THEORIES REGARDING INTELLECTUAL DEVELOPMENT

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