Evaluation of Guidance Services

Teachers, parents, and students, as well as guidance specialists should

be encouraged to help plan evaluation studies, to appraise the quality of various
services, and to make specific suggestions for improving the various components
of the guidance program. Ideally all of those who are requested to evaluate a
service should be committed to undertaking a fair evaluation, making help
suggestions, and helping implement desired new changes. When such
commitment exists, educators can help identify and discard the ineffective, refine
and improve the promising services, suggest new desired services, and
cooperate in implementing changes.

Some guidance cannot be separated from the total education program of

the school the latter should likewise be part of the evaluation. This kind of
evaluation can give a clear picture of how the education program view guidance
with respect to the total development of the learner.

What follows is an example of a questionnaire which can be accomplished

by classroom teachers, guidance coordinators and administrator.

Direction: Read each item carefully then check the appropriate column where
your rating fits the scale below:

5 - Strongly agree
4 - Agree
3 - Undecided
2 - Disagree
1 - Strongly disagree
I. The Educational Program 1 2 3 4 5

1. School policies take cognizance

of students’ needs.
2. There are school policies that inter-
fere with helping students satisfy
their needs.
3. School policies encourage teachers
to help students satisfy their basic
needs.
4. Teachers help students develop
good work habits and efficient study
skills.
5. The school administrator helps
teachers recognize, accept, express,
and enjoy their own and their
students’ feelings in their daily
contact within their classroom.
6. Counselors help teachers improve
affective education through the
conduct of in- service training.
7. There are parent-teachers coopera-
tive efforts in improving students’
school adjustments.
8. Counselors conduct activities to
enhance students’ career develop-
ment or vocational preparation.
9. Teachers encourage students in the
development of special interests,
abilities, and aptitudes.
10. Special provisions are made for the
identification and education of
exceptual children.
II. Administration of
Guidance Services

1. Guidance position are

clearly defined, and
compatible duties are
assigned to individual
workers.
2. Job descriptions
include adequate
definition of
professional
qualification.
3. Qualified persons are
employed for the
various guidance
position.
4. The administration
encourage staff
development.
5. Parents, teachers and
students understand
the various guidance
services.
6. The administration
support the in-service
education of the
guidance staff.
7. There are people
responsible for the
supervision of
guidance services.
8. Guidance services are
adequately financed.
9. There is an office for
the guidance services
with appropriate
facilities and
equipment.
 10. The guidance program
makes use of referrals
to agencies in the
community.

III. Implementation of the

Basic guidance
Services

Read the items

below and check the
appropriate column
where your evaluation
falls using the rating
scale below

5 - Excellent

4 - Very Good

3 - Good

2 - Fair

1 - Poor

A. Individual Inventory
1. The following records
are available and kept
up-to-date:
Cumulative record
Anecdotal records
Class records
Class register
Pupil permanent
record
2. The cumulative record ,
anecdotal records,
class record, class
register, permanent
record are used by
teachers to understand
pupils’ abilities, needs
and interests.
3. The records are made
available to those who
have concern for the
pupil’s development
and well-being.
4. Records are kept by
the homeroom
teachers and the
school guidance
counselors.
5. Tests are administered
to pupils to assess their
capabilities, and
interests and needs.
School Ability Test
Achievement Test
Personality Test
AptitudeTest
Interest Inventory
6. The results of the test
are used to help pupils
understand themselves
better and plan
appropriate courses of
action to improve their
school performance
and personality
development.
7. The result of the test
are used for
 Measuring mental ability

Scholastic ratings

Promotion

Diagnosis

Counseling

Educational planning

Vocational planning

8. The records system is

orderly and organized
9. The records forms a
sufficient for use all the
time
10. Records are used by
the guidance staff

B. Information Service
1. Orientation activities
are conducted annually
to familiarize students
with
 School policies
 School rules and
regulation
 Library use
 Health services
 Food services
 School facilities
2. Information about
scholarships are widely
disseminated.

3. Information about
career
 4. Resource persons are
invited to speak bout
educational and
occupational
information.
5. There is an information
board for displaying or
posting guidance
information.
6. Pamphlets, brochures,
catalogues about
different occupations
are made available to
students.
7. Occupational
information is given on
career days and/or
convocations.
8. Field trips are made to
places of employment.
9. Films on occupational
information are shown.
10. Lists of occupational
and educational
information are kept
up-to-date.

C. Counseling Service
1. There is a qualified
school guidance
counselor
2. There is a counseling
room complete with the
necessary records and
facilities
3. Counseling is made
available to all kinds of
students
 4. The counselor has the
trust of his/her
counselees by keeping
information with utmost
confidentially
5. The counselor shows a
warm and caring
attitude to his/her
counselees
6. Cases that are beyond
the counselor’s
competencies are
referred to appropriate
professionals

D. Placement Service
1. Students are assisted
to be in curricular or
co-curricular activities
where their needs,
abilities, and interests
are suited.
2. Assistance is given to
students in their
adjustment to curricular
and co-curricular
activities.
3. Differentiated work
activities are provided
for both the slow and
fast learner.
4. The school provides
opportunities for
students to work part-
time while studying.
5. The placement service
assists drop-outs to
find jobs.
 6. The school establishes
linkages with outside
agencies for the
employment of its
graduates.

E. Follow-up Service
1. The school has a
database of its
graduates
2. The school has a
directory of its
graduates
3. The school gets in
touch with its
graduates and school
drop-outs through
available means of
communication
4. The school has data on
the percentage of
graduates – how many
pursue college
educaton, where they
work, and their success
in their jobs.
5. The school conducts
alumni homecoming
6. Survey is made to find
out the percentage of
graduates who are
gainfully employed
7. Results of surveys are
used to improve
instruction