EVALUATION OF GUIDANCE SERVICES

The results of evaluation help the guidance staff,

teachers, administrators and parents gain new insights
which will enable them to perform better.

COMPONENTS OF THE EVALUATION PROCESS:

5. Measurement of
Outcomes and
Interpretation of
Results

4. Planning and
Implementation
of Objectives

1. Formation of
Values

2. Definition of
Objectives

3. Selection of
Measurement
Procedures or
Criteria

WHAT IS FORMATION
OF VALUES?
It is the process of determining what is desirable,
what would be good for the clientele in terms of
behavioral changes to meet their needs.

Definition of Objectives
Second step in Process
According to Suchman, five question must be
answered ; these are:

1. What behaviors in terms of knowledge, skills, attitudes,

understanding, must take place for the values of the planning
group to be realized?
2. Who constitutes the target group for the guidance process?
3. Under what conditions will the behaviors be observable?
4. When are the desired changes in behaviors to take place?
5. What are the specified standards of accomplishments to be met
and levels of proficiency in terms of knowledge, skills attitudes and
understanding required for the values to be realized?

Selection of Measurement
Procedure or Criteria
Third Step in the process
This is the task of setting the criterion of
effectiveness.
The criterion is some observable, measurable
factor which is use to show that an objective
of the program has been attained.

Program Planning
It is a process of careful analysis of the
situation, consideration of relevant
information,
Guiding resource person who will help in
the planning of the program that will
produce desire outcomes.

How are the outcomes measured:

How are the results interpreted?
It should indicate both qualitative
interpretation after the quantitative
results are shown. The amount of
behavior charge must be assessed
according to the present level of
proficiency

Questionnaire for
evaluation of school
guidance service

PART I
PERCEPTION TOWARDS THE ORGANIZATION AND
ADMINISTRAION OF THE GUIDANCE PROGRAM BINAN DISTRICT,
LAGUNA

1. The guidance Program is an integral part of the

educational program reaching each grade level and
permeating every activity of the school.
2. The guidance program needs competent and adequate
trained personnel.
3. An effective guidance program needs personnel who
love children.

4. The guidance service all youth and not just

maladjusted.

5. The objectives and function of the guidance program harmonize

with those of the total educational program of the local school
6. The classroom teacher, the principal, the counselor, the librarian
and the other members of the school staff have important
responsibilities in the development and carrying on the guidance
program
7. The classroom teacher is the key person in the guidance
program
8. The school administrator take the leadership in the guidance
program and assumes the responsibility of the continually
improving the program.

9. Community contacts have to be maintained ad part of

the guidance program.
10. The principal provides necessary materials and
supplies needed in members.
11. The principal arranges on the job-in-training for all
staff members.
12. The principal provides a suitable room for counseling
interviews.

13. A guidance program requires the services of

specialist if it is to perform the many functions
delegated to it.
14. The guidance program should assist in the coordinate
home and community needs for the development of
the boys and girls.
15. The guidance program should provide the needed
service which supplement the regular offerings of the
school such as placement and follow-up and testing
services.

SCHOOL
GUIDANCE
PRACTICES

1. The guidance program makes a survey if

the opinion of teacher to determine whether
additional guidance services are needed.
2. It encourages teachers to handle case
studies
3. A survey is utilized in determining and
meeting the needs of pupils/ students.
4. The school secures adequate
professionals reading materials in guidance
for use of teachers

5. It provides for pre-school on the theme:

Problems related to the continuous program of
guidance.
6. Conference are held to discuss, study and
observe counseling techniques.
7. The encourage teachers to learn about pupils
interest and needs.
8. Meeting are held among members of the faculty
to review literature and research on guidance.

9. These encourage teacher to prepare guidance

programs for publications.
10. Teachers spend some of their time with guidance
workers for familiarize themselves with counselor work
11. The school encourages teachers to keep in touch
with former pupils: their success failures problems and
needs.
12 Teachers have a feeling of responsibility towards
pupil in their classroom.

13. Teachers are interested in in-service

training opportunities in guidance.
14. Teachers refer pupils to the counselor for
assistance beyond their competence.
15. Teacher acquaint pupils with the
guidance service.
16. Teacher recognize that pupils are more
important than the subject matter.

OTHER
ACTIVITIES
DELEGATED TO
THE GUIDANCE
COUNSELOR.

1. Helping maintain discipline.

2. Helping student in lining and in passing in
and out of the building and its
surroundings.
3. Helping in the maintenance of cleanliness
of the building and its surroundings.
4. Issuing excuse slip.

5. Substituting for absent teachers

6. Distributing tickets for fund drives
7. Receiving payments of tickets for
fund drives.
8. Helping in passing notes to
students

9. Receiving mutual aid, death aid, etc.

10. Sending letters of request for copies of
permanent record.
11. Doing clerical work which are not in
connection with guidance such as reporting
school attendance of teachers and other
member of the staff.
12. Making financial statements from school
canteen.

PART II
IMPLEMENTATION OF BASIC GUIDANCE SERVICES IN PUBLIC
ELEMENTRAY SCHOOLS, BIAN, DISTRICT, LAGUNA

A. INDIVIDUAL
INVENTORY
SERVICE

1. The teacher keeps the following

record,
Up-to-date and available

1.1 Cumulative record

1.2 Anecdotal record
1.3 Health record
1.4 Form 1 or Register
1.5 Record Book
1.6 BPS Form 138

2. The record of the pupils such as cumulative record,

anecdotal record, health record, Form 1, Form `138 and
record book are used by the teachers to serve the needs
and interest of pupils.

3. The records mentioned in criteria number 2 are kept

and made accessible to those concerned

4. Psychological tests are administered at the appropriate

time during the school year.

2.1 Mental Ability Test

2.2 Knox Cube Test
2.3 Personality Test
2.4 Achievement Test

5. Results of the test are used for evaluating and

assessing the pupils achievement, interest, and
needs.

6. Results of the tests are analysed and

interpreted to further understand and develop
the pupils..
7. The present record system is adequate for the
school.
8. The forms used are deficient in number and
appropriate and usable.

9. The system for transferring and

receiving record is satisfactory and
properly utilized.
10. The staff make use of the
records.

B.
INFORMATION
SERVICES

1. Teachers infuse career education lessons

across the subject areas such as English, Filipino,
Sibika at Kultura and
HELE.

2. The guidance counsellor provides catalogues,

brochures, pamphlets
on different occupations of people on a lending
basis.

3. The teachers orient pupils on school

regulations, use of the library facilities and
improvement of study habits.

5. Teachers make use of the date in the files.

6. Information about scholarship opportunities

in public and private high schools are
disseminated as early as possible.

7. Resource person are invited for educational

and occupational information
8. There is a program for informing Pupils
about curriculum of their schools

9. There is an adequate bulletin board Space

which is utilized in displaying Posters and
other types of guidance information.

10. Opportunities are given to Pupils to

observe actual occupational Situations in
the community.

11. Provisions are made for conducting field

trips and earlier days for informing pupils
about vocations.

C. COUNSELING
SERVICE

1. The counselor is well-qualified, having a broad

base of knowledge, skill and attitudes and an
understanding on human growth and
development.
2. The physical setting and facilities are adequate
to meet the purpose for which counseling service
are designed.
3. The counselor observes ethical obligations seen
in his responsibility to the counselees, to the
school administration and staff, to his community
and to his profession.

5. The counselor attends the client

referral.
6. The counselor implements either a
one-to-one or group setting relationship
with clients
7. Privacy is made available for
counseling situations.
8. Efforts are made to make counseling
available for those who need assistance.

D. PLACEMENT
SERVICE

1. Assist the students in meeting their interest

needs and capabilities.
2. Help students in making appropriate plans
in order that they may find a suitable place
for themselves.
3. Help students act upon the choices which
they make and in so far as these choices are
appropriate, eases the transition.
4. Assist pupils in their adjustment to subject
and co- curricular activities.

5. Give pupils many opportunities to

make choice.
6. Give differentiated work in activities
to serve both fast and slow learners.
7. Encourage pupils with special interest
to do extra work.
8. Make continuous effort to be aware of
pupils activities in and out of school.

E. FOLLOW-UP SERVICE

1. The school has systematic follow-up of

graduates and of those who dropped out
before graduation.
2. The school has date on percentage of
graduates, who go to college, where they
go and whether they stay in their job.
3. The school gets in touch with drop-outs,
why they leave school and where they go.
4. There is a follow-up of former students up
to five years after leaving school.

5. The school evaluates the contribution

made by the guidance program on
occupational and vocational adjustment by
following-up each pupil who has found
work
6. The school has information on training
opportunities utilized by former pupils
years.
7. The School placement program evaluates
failure of placement of undergraduates.