Evaluation by Outsiders

By :Flordeliza C. Navidad

Testing

External or outsider Evaluation

Inspection

Judgement

Products or Outcomes

External or Outsider Evaluation

The assessments associated with examinations and test given to the learners with relevance, effectiveness and impact of a program.

An evaluation performed by entities, experts, inspectors, non staff members,examination boards, independent evaluators, professionals outside of the programme being evaluated.

The measurements of the products or outcomes of schooling.

Independent observations of the learning process of school.

Qualities of potential

evaluators

Brain

Skills

Experienced

Qualities of potential evaluators

• Brain in evaluation as to the thought process in program evaluation research.

• Skills in evaluation as to knowledge about the research design, methodology and statistics.

• Experienced in evaluation, learn by doing and knowing the ins and outs of the political and logistical aspects of program evaluation.

Implicit ‘Problem’ or ‘Challenge’

Outsider Inclusion Rationale

Practice Implication

Evaluation Product

1. Credibility •To increase credibility.•Reduce the perspective of bias

•Outsiders placed in visible role to front evaluation.• Outsiders play a more behind the scenes role.•Different outsiders may be asked to conduct a summative meta – evaluation.

Final product may be essentially on insider’s take on the program

Implicit ‘Problem’ or ‘Challenge’

Outsider Inclusion Rationale

Practice Implication

Evaluation Product

2. Validity • A fresh eye on the underlying issues, the design, the data and the interpretations.

•Outsider used in conceptualizations stage.•To help develop the evaluation design or to critique it.

• Provided the process is competently run by someone with high levels of evaluation expertise.•The product is likely to have high levels of validity and relevance for the context

Implicit ‘Problem’ or ‘Challenge’

Outsider Inclusion Rationale

Practice Implication

Evaluation Product

3.Human resources challenge

• To ensure the evaluation team has all important forms of expertise to draw on.

• Outsiders work in areas specifically related to their expertise: Technical roles, academic, Conceptual andCommunicationroles

•Evaluation framed and conducted using essentially an ‘insider’ process, worldview, and methodologies. Although the outsider would have some influence depending on the role played.

Curriculum Evaluation in Schools By Robert McCormick, Mary James

– 2 Basic approaches to evaluation by outsiders:

Measurement of the ‘products’ or ‘outcomes of schooling.

• Testing Programmes

Independent observation of the processes of schooling.

• Inspection

• The concern is with the education as a whole.• (NAEP) USA , (APU) UK• Aim –to measure the change in educational

attainments.• to develop the technology of assessment.• to develop the changes overtime.

National level testing programmes

•Give information on individual schooling.

Local level testing

programmes

•Internal interest to school•Examinations conducted by the variety of board.

Public examination results

A.Testing programmes

Independent observations of the learning process of

schooling by a qualified inspectors. Ex. HMI(Braitain)

B. Inspection

Major elements of inspection system:

The inspector should be an experienced

professional w/ independence to observe school .

Inspectors have knowledge and

continuing experience of classroom.

Various aspects of school life are

observed (formal/informal)

A report is prepared for the education

authority and school.

The inspectors function : to pronounce

judgement and to encourage and to

develop education.

Kinds of observations and activities of HM Inspectorate:• Observation of the exchanges between

pupil and teacher, and pupil and pupil.• Discussion w/ pupils as a group or

individually.• A look at current and past work of pupils.• Requests to pupils to do some particular

piece of written work.• Discussions w/teachers to find out aims

and to check observations.• Examination of schemes of work and pupil

records.• A look at quality of resources and how they

are used.

4 categories of HMI inpection:

• 1. informal visits usually by one HMI.

• 2. Reporting or full inspection followed by a written report to the Secretary of State.

• 3. Area team exercises followed by an internal report

• 4. National surveys followed by a public report.

Evaluation Procedures by Outsiders

Issues/Criticisms/Problems

Judgements/Results

A. Testing 1.Validity of testing and other product measures.2.Technical problems.3.The possibilty of curriculum backwash.4.Use of test results to allocate resources.5.The release of publication results

1.Testing is primarily concerned with evaluating the educational provisions.2.Public examinations are concerned primarily with individual pupils and students.3.The control lay outside the school.4. The national and local testing programmes did not involve schools in planning, test choice or constructions.

2. Inspection 1.Lack of empirical evidence on which they are based.

2. Impossibility of getting to know a complex situation quickly.

3. Failure to separate value judgement from evidence.

1.The school has to give over control to outsiders.2. The great claims that inspectors would no doubt make is their fairness to both teachers and the public.3.The evidence that is available there seems to be doubt whether inspection is methodologically sound.

Thank You