Reality Considerations in Guidance Program Evaluation

Abstract

Instruments and procedures used and problems encountered in a recent evaluation of changes in a school guidance program are discussed. A systematic approach to guidance was developed, including stating process and product objectives for the guidance program staff and developing and assisting in the implementation of objectives-based, classroom guidance units for students at all three academic levels. Evaluation activities focused on determining: whether staff achieved their objectives and whether the guidance units were effective in helping students achieve goals and objectives derived from a district-wide needs assessment. Data on attainment of objectives, attitudes of staff and student participants, and parents of students, and positive and negative unanticipated program effects were collected. The problems discussed relate to realistic expectations for evaluation, behavioral objectives, cooperative evaluation planning, extensive pilot testing, and implementation of evaluation design requirements.