Identification of Indicators
- 2. • Measures of a component - or of the interaction or relationship of components of education (input, process, output or outcome). • This includes individual (student, teacher) and/or system performance along dimensions judged important in planning and resource allocation e.g. test scores as an indicator of student achievement.
- 3. An indicator is a specific, observable and measurable characteristic that can be used to show changes or progress a program is making toward achieving a specific outcome. There should be at least one indicator for each outcome. The indicator should be focused, clear and specific.
- 4. An indicator should be defined in precise, unambiguous terms that describe clearly and exactly what is being measured. Indicators do not specify a particular level of achievement -- the words “improved”, “increased”, or “decreased” do not belong in an indicator.
- 5. Performance indicators relate inputs to process or outputs to inputs. Examples include student/ teacher ratio units, and textbooks per student.
- 6. An indicator of education performance is defined as the relationship between one component of the educational system - pupils - and another such as teachers in terms of their interaction within the system. Two variables are combined to form a ratio indicator. It is measured or "derived" from two variables relate inputs to process or outputs to inputs. Examples include student/ teacher ratio units, and textbooks per student.
- 7. The education production function (EPF) underlies all quantitative research on the effects of school resources. The EPF is rooted in the economic theory of production and is defined as all the combinations of inputs that produce any given set of school outputs (e.g., test scores).
- 8. The four components of system: INPUTS PROCESSES OUTPUTS OUTCOMES Real resources used in education. The interactions between students and inputs and among in teaching/learning processes and contexts (in the classroom or library. • Attendance and absenteeism by students and teachers and such factors as administrative characteristics (e.g., autonomy) are other examples. The direct and more immediate results or effects of education such a students graduated and increments to test scores. Ultimate or eventual effects of education such as increased earnings employment contribution to productivity improved health, decreased crime and other non- monetary outcomes of education. Indicators are usually classified as belonging to one or other of these four categories.
- 10. General Features A good indicator, when measured, has the following properties: • a) focuses on measurable variables • b) describes central features of the education system • c) links to the system's goals by providing a measure of progress or change • d) relevant to education policy • e) problem oriented • f) possesses some predictive value • g) generally accepted as statistically valid and reliable • h) data scope or elements are collectible in terms of time, expertise and cost • i) comprehensive and meaningful • j) understandable to all major interested users • k) identifies trends over time • I) applicable or useful at different levels (national to sub-national, to management to grassroots/schools)
- 12. SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL (DepED Order NO. 83 s. 2012) with CONTEXTUALIZED MEANS OF VERIFICATIONS (MOVs)
- 14. Thank You
Editor's Notes
- #3: Education indicators are statistics that enable management to monitor effectiveness and efficiency in the delivery of education services. This usually enables judgements on key aspects of the functioning of the education system. T he need for indicators is to have useful tools to identify and measure changes in the education system over time including the effect of planned interventions. Whe n indicators are produced on a regular basis they can reveal possible changes in response to policy action.
- #4: After information needs for the EMIS have been specified, they must be operationalized as a set of indicators. Indicators are first identified and described, then they can be computed or measured. Measurement, or assigning a value to indicators, is part of the data collection and analysis process. Once the conceptual framework is finalized, the next step in completing the monitoring and evaluation framework is selecting indicators. Indicators are signs of progress – they are used to determine whether the programme/intervention is on its way to achieving its objectives and goal. An indicator is a specific, observable and measurable characteristic that can be used to show changes or progress a programme is making toward achieving a specific outcome. There should be at least one indicator for each outcome. The indicator should be focused, clear and specific. The change measured by the indicator should represent progress that the programme hopes to make.
- #5: An indicator should be defined in precise, unambiguous terms that describe clearly and exactly what is being measured. Where practical, the indicator should give a relatively good idea of the data required and the population among whom the indicator is measured. Indicators do not specify a particular level of achievement -- the words “improved”, “increased”, or “decreased” do not belong in an indicator.
- #6: In order to properly measure and evaluate the performance of any programme, a number of performance indicators have to be identified and developed. Performance indicators also attempt to describe the dynamics of the system rather than simple time "snapshots." In order to better understand a system, particularly whe n the aim is for the system to reach a particular target by a certain time, a description of the dynamics of the process is required. It is necessary also to describe the interaction of the various components and to monitor progress. Som e indicators are to be measured on an annual basis, such as the enrolment ratio or drop-out ratio. Others are to be computed on a regular other than
- #7: To understand the system's performance in reflecting a qualitative or efficiency (use of resources) dimension, a measure of the dynamics or interactions of the process is required. A n indicator of education performance is defined as the relationship between one component of the educational system - pupils - and another such as teachers in terms of their interaction within the system. Tw o variables are combined to form a ratio indicator. It is measured or "derived" from two variables
- #8: For purposes of evaluation, and to assist in development of the EMIS, the education system can be viewed as a form of "production." The system has four components:
- #9: (Inputs and processes are sometimes jointly described as resources or determinants. Similarly, outputs and outcomes are termed results or effects).
- #12: A specific indicator of education can be characterized using the following descriptive elements, as illustrated.