Evaluation is a systematic process used to determine the value, effectiveness,

and impact of a project, program, policy, or product. It involves collecting and

analyzing information to understand how well objectives are being met, identify
areas for improvement, and make informed decisions. Evaluation can be
formative, aimed at improving a program while it is being developed, or
summative, aimed at assessing the outcomes after implementation. The process
typically includes setting criteria, gathering evidence, and interpreting the
findings to provide actionable recommendations.
Collecting of evidence
The first stage in the process of M & E is the collecting of evidence. This is mainly of two types:-

Quantitative – that which is based on solid data that is quantifiable or measurable such as test
results over a period of time, final examinations or the number of times certain things happen e.g.
teacher punctuality, number of questions asked to boys rather than girls, number of suspensions,
regularity of financial virements. These can all be identified and compared with results in a different
period of time or with a different group of children.

Qualitative – that which is based purely on observation formed by the experience and skill level of the
observer. This is often considered to be more subjective but need not be so. We must accept that
trained observers will be capable of making judgements about what they see, hear and experience.
An excellent classroom teacher will be able to identify good practice in teaching methodology and that
which requires attention. Although, it may not always be purely objective, it will form the basis for
discussion about the quality of what has been seen.

Both types of evidence are acceptable and compliment each other. Pure reliance on test results will
dehumanise the process and be demotivating for teachers.

Diagnosis
The process of M & E can be used to discover or locate strengths and weaknesses in the system,
both in terms of the quality of educational provision and also by identifying the individual needs of your
pupils. Diagnostic testing will enable you to decide whether some of your pupils, for example, may
have special educational needs, perhaps a learning difficulty or disability. (See Unit 9, Module 4) and
hence need teachers to cater for their needs.

Pre-tests given at the beginning of a class or series of lessons are good for determining what the
pupils already know and what they do not know. For instance, at the start of an English lesson, you
may ask for the meanings of some words to find out if your pupils have come across those words. You
may then have to explain the meanings of such words even before the passage is read. This is to
facilitate the reading exercise. This is a form of diagnostic evaluation – you have got some information
by which you have judged the knowledge of the pupils and finally you have taken action to remedy the
situation.

At a higher level, whole groups of children might be tested to discover their reading ages so that
progress can be measured at the end of the course and reading intervention.

Prediction
It is possible to predict future performance of pupils by administering diagnostic tests at an early age.
This is useful in that it can be used to predict the potential of individual or groups of children, enabling
the teacher to develop appropriate teaching strategies and set challenging targets. Such tests are
usually non verbal in that they test intelligence rather than the ability to read and write or specific skills
and knowledge. The downside is that such tests are expensive and require great skill to interpret the
results.

Optimum use of resources

Through monitoring and evaluation we learn where additional and better resources – human, material
and financial – are required. This results in less wastage and better resource management. An
analysis of the curriculum will allow us to identify specific skills required of our teachers and hence,
their precise training needs. It enables the Teaching Service Commission to identify the exact staffing
needs of the school and to appoint the right persons. Likewise, curriculum planning and evaluation will
enable us to purchase specific rather than general resources. You will recall also from Module 5
Financial Management, the way in which the budget is constantly monitored to provide greater
financial efficiency.

Grading
In Guyana, pupils and schools are ranked and graded in order of performance and pupils are matched
to schools according to an evaluation of their performance in national tests. This grading between
schools in terms of test / exam results and other performance criteria provides parents and the public
with a measure of choosing which school to send their children to and also an understanding of the
effectiveness of each school.

Target setting
Having identified the ability and potential of individuals and groups of children, schools are
increasingly using target setting to challenge their pupils and teachers to achieve better results. When
we are not fully aware of the potential of a child, it becomes so easy to have low expectations and
thus lower results. Baseline testing enables us to identify current performance and set targets for
future performance over a period of time. In target setting, you need to have a specific objective (or
target) you want to accomplish, a plan as to how you will achieve that target and then evaluation
procedures to indicate whether it has been achieved. Targets work best when they are applied to
individual children. Weaknesses are identified and a programme of remediation can be implemented.
You might like to look again over Module 4, Unit 6, Assessment and Record Keeping.

Target setting might apply equally to teachers and children. In the case of the former, it may be
decided that a teacher does not have the necessary skills to carry out his / her job effectively. This
might be through lack of qualifications, experience, aptitude or even motivation. Rather than simply
complaining about the teacher’s underperformance, the situation needs to be evaluated and
appropriate targets set. These might include an upgrading programme whereby the teaching

The various techniques of monitoring and evaluation

Evaluation involves making judgements about achievement in terms of set goals but, before you can
pass judgement, you must pin-point an area of activity which you seek to evaluate and then seek
information about it. Based on the information you have collected, you are then in a position to pass
judgement on the quality of the activity or the particular situation in relation to the criteria set.

Any or all of the following techniques may be used to gather information:

Observation of lessons: this is perhaps the most important of the monitoring techniques in that it
gets right to the hearts of teacher and pupil performance and the interaction between the two. It
evaluates, principally, the effectiveness of teachers, the appropriateness of methodologies, the
response of the pupils, the overall learning and teaching environment, the teacher’s classroom
control, the use of learning resources and physical facilities.

Scrutiny of pupils’ work: the work of the pupils, both in terms of what they write, record or draw as
well as their interaction with others and their teachers during lessons, is evidence of their learning or
the process of their learning. Scrutiny of this work, and making judgements about its quality in relation
to the age and ability of the children, is one of the prime methods of evaluating success.

Analysis of data and test / examination results: Assessment needs to have a purpose. One of its
functions is to use the data to improve the quality of teaching and hence, the learning of pupils. The
evaluation of this information can identify where teaching has been successful and where it needs to
be improved. It can identify individual children who will need additional help or a specific programme
to meet their needs.

Questionnaires or checklists: These can be used by the head to obtain from pupils or teachers an
assessment of various aspects of school life, for example, the success of certain innovations
introduced to the school. It is particularly important not to try to evaluate too much at one time; instead
focus on a relatively discrete and manageable topic.

Systematic record keeping: The collection of evidence about areas of school life and performance is
enhanced by records which later can be analysed and evaluated. Schools may keep records,
amongst many others on the following:-

§ Teacher and pupil punctuality and attendance

§ Pupil suspensions
§ Acts of indiscipline
§ The attendance at extra curricular activities
§ The attendance at PTA meetings
§ The number of certificates, merit certificates or merit marks awarded
§ The completion of homework activities

Interviews: This is a technique whereby data and information is collected from pupils or staff through
a face-to-face interview focusing on a specific issue.

Peer Evaluation: Evaluation often seems to imply someone more senior evaluating the work of
someone junior. Peer evaluation involves co-workers (heads, teachers or pupils) using the techniques
described above to help each other.

Discussion groups: This technique recognises the views of different groups, such as teachers in
different departments, school prefects, the various clubs and societies, in their evaluation of different
aspects of school life. Their purpose is to evaluate their work situation and then make suggestions for
improvement. The Guyana Teachers’ Union, Headteachers’ Meetings and Cluster Groups are really
discussion groups on a large scale.

Step 1: Conduct a Comprehensive Needs Assessment

Action: Collect and Analyze Data

 Mrs. Jones should begin by gathering detailed information about the reasons for the
transfers. This can be achieved through surveys, interviews, and focus groups with the
transferred students' parents, teachers, and the remaining students.
 Analyzing existing school records and performance data might also provide insights
into potential issues such as academic performance, school facilities, teacher-student
relationships, or extracurricular activities.

Measures to Prevent Recurrence:

 Improvement Plan: Based on the findings, Mrs. Jones can develop a targeted
improvement plan addressing the identified issues. For instance, if academic
performance is a concern, implementing additional tutoring sessions or curriculum
adjustments could be beneficial.
  Regular Feedback Mechanisms: Establish regular channels for parents and students
to provide feedback, ensuring ongoing monitoring and timely responses to emerging
issues.

Step 2: Enhance School Environment and Resources

Action: Improve Physical and Academic Environment

 Mrs. Jones should assess the school's physical infrastructure and learning
environment. This might include evaluating classroom conditions, playground
facilities, and overall school maintenance.
 Investing in modern teaching aids, technology, and classroom resources could
enhance the educational experience and make the school more attractive to students
and parents.

Measures to Prevent Recurrence:

 Resource Allocation: Ensure that the school budget is allocated efficiently to

maintain and upgrade facilities regularly.
 Partnerships: Form partnerships with local businesses or community organizations to
support school improvement projects and resource enhancements.

Step 3: Strengthen Communication and Community Engagement

Action: Foster Strong Relationships with Stakeholders

 Mrs. Jones should prioritize building strong relationships with parents, the local
community, and other stakeholders. This could involve organizing community events,
parent-teacher meetings, and open forums to discuss school-related issues and gather
input.
 Transparency in communication about school policies, achievements, and challenges
can build trust and foster a supportive community.

Measures to Prevent Recurrence:

 Parent Involvement Programs: Implement programs that actively involve parents in

school activities and decision-making processes. This could include volunteer
opportunities, parent advisory councils, and regular communication updates.
 Community Outreach: Establish outreach initiatives to involve the broader
community in the school's activities, enhancing the sense of belonging and support for
the school.

By following these steps, Mrs. Jones can address the immediate concerns leading to the
transfers and implement sustainable measures to create a positive, engaging, and supportive
school environment that prevents future occurrences of mass student transfers.

4o
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