We need to evaluate education because it helps the stakeholders to know the area that needs improvements, strengths and its weaknesses. Evaluation also promotes transparency and accountability. Evaluation ensures that schools, programs, and educators are meeting the needed goals and standards. It provides objective data on what works and what doesn't. It also determines if students are achieving the intended learning outcomes based on the implemented curriculum.

Effective educational evaluation is systematic, ethical, and it uses mixed-methods to ensure that it evaluates all the areas. 

Here's an example of a Proposed Educational Evaluation in the Philippines.

1. Program to be Evaluated: The newly adopted MATATAG Curriculum for Grade 7 Filipino which involves the implementation of new instructional modules and reliance on teacher-facilitated discussion as the primary pedagogical approach.

2. Evaluation Goal: To determine the impact on student achievement and the impact on student behavior

3. Research Questions: RQ1 (Achievement): Do students who participate in the MATATAG curriculum and those studied using the previous curriculum differ statistically significantly in terms of Filipino language competence and material mastery? RQ2 (Behavior-Internal): What effects does the new curriculum have on students' motivation, confidence, and attitude toward learning Filipino? RQ3 (Behavior-External): Does the MATATAG curriculum affect how students behave in the classroom, especially how cooperative and involved they are in classroom discussions?

4. Research Design: Quasi-Experimental Design: A non-randomized, comparative study that compares two groups: the Comparison Group, which uses the current/old Grade 7 Filipino curriculum, and the Control Group, which uses the new MATATAG Grade 7 Filipino curriculum and modules.

5. Data Sources & Methods Quantitative Data (Behavior Metrics & Achievement):

RQ1. Standardized pre- and post-tests include the Filipino Language Proficiency Test, which assesses vocabulary, grammar, and reading comprehension, and the Content Mastery Test.

RQ2. Behavior Rating Scales: A validated survey instrument or observation checklist given by teachers to assess observable behaviors 

RQ3. Student Survey (Likert Scale): Assesses motivation and attitude toward Filipinos as well as self-efficacy (measures RQ2). Qualitative Information (Experience & Context): Classroom Observations, Focus Group Discussions .

6. Data Analysis Inferential Statistics: To compare post-test results between groups while considering pre-test scores, use ANCOVA (Analysis of Covariance) (RQ1). Mean scores and standard deviations for behavior rating scales and self-efficacy surveys are examples of descriptive statistics (RQ2 & RQ3). Qualitative Analysis: Thematic analysis of observation notes and interview transcripts to identify recurrent themes associated with favorable or unfavorable behavioral changes.

References:

Shadish, Cook, & Campbell, Experimental and Quasi-Experimental Designs for Generalized Causal Inference

The Curriculum Guide and Policy Framework for the MATATAG K to 10 Curriculum