Compare and Contrast the Relationship Between Evaluation and Supervision
Evaluation and supervision are the core processes in determining standards and maintaining quality in education. The assumption is they enhance teacher’s performance and boost the learners’ achievements. Evaluation is a function of policy while supervision administrative tools. This paper is focussing on the definitions, types, purposes, roles, differences and similarities of these two key processes. It will also look at why the two are necessary in any education system and what problems are associated with each of them.
Evaluation Defined
Chivore (1994:2) defines evaluation as a “rational enterprise which examines the effects of policies, projects and programmes on their targets- individuals, institutions, communities”. A systematic and objective method is used to check if goals set have been met. It examines the extent and factors associated with success or failure. The fact and finding are then used to assist the decision makers in the future course of action. It is therefore done to improve the system or programme. Kurira (2012) defines evaluation as a continuous ongoing process. It is both informal and formal.’ The formal is done using set criteria while an informal in more intuitive during the curriculum development. Evaluation determines the successes and failures and suggests improvements. Dr Nyagah establishes that evaluation “is a process of establishing the extent to which the objectives of a programme have been achieved. It can also be defined as an objective process for determining the performance of a programme. It is a judgemental process aimed at decision making.” While Doll (1992) says it is a broad and continuous effort to inquire into the effects of utilizing educational content and process to meet clearly defined goals. Shiundu and Omulando (1992:185) “evaluation is a process of collecting and provision of data for the sake of facilitating decision making at various stages of curriculum development. It is a process of collecting data in a
Evaluation Defined
Chivore (1994:2) defines evaluation as a “rational enterprise which examines the effects of policies, projects and programmes on their targets- individuals, institutions, communities”. A systematic and objective method is used to check if goals set have been met. It examines the extent and factors associated with success or failure. The fact and finding are then used to assist the decision makers in the future course of action. It is therefore done to improve the system or programme. Kurira (2012) defines evaluation as a continuous ongoing process. It is both informal and formal.’ The formal is done using set criteria while an informal in more intuitive during the curriculum development. Evaluation determines the successes and failures and suggests improvements. Dr Nyagah establishes that evaluation “is a process of establishing the extent to which the objectives of a programme have been achieved. It can also be defined as an objective process for determining the performance of a programme. It is a judgemental process aimed at decision making.” While Doll (1992) says it is a broad and continuous effort to inquire into the effects of utilizing educational content and process to meet clearly defined goals. Shiundu and Omulando (1992:185) “evaluation is a process of collecting and provision of data for the sake of facilitating decision making at various stages of curriculum development. It is a process of collecting data in a
References: The Commonwealth Secretariat (1998b) Module 4: Personnel Management