The collection of evaluation videos (Educational Data Mining Evaluation) provides a comprehensive foundation for understanding how effective evaluation should function within educational systems. Key ideas include: evaluation as a systematic process of gathering and interpreting data to determine merit and worth; the presence of multiple evaluation approaches that must align with purpose and context; the influence of values and stakeholder perspectives; the real-world challenges that shape evaluation practice; and the need for ethical and professional standards to guide evaluators. These concepts align closely with the Philippine system of Individualized Education Plan (IEP) Reviews, which serve as the primary evaluation process for learners with disabilities.

The IEP Review mirrors many of the strengths described in the evaluation literature and videos. As a learner-centered, collaborative, and holistic process, it focuses on the student’s individual goals and needs across academic, behavioral, social, and developmental domains. The review utilizes multiple data sources such as observations, work samples, and teacher reports—reflecting the principle that strong evaluation must rely on rich, contextualized evidence rather than purely standardized metrics. In this sense, the IEP Review embodies a formative approach, where evaluation directly leads to instructional adjustments, accommodations, and program modifications. This resonates with the emphasis in the videos on evaluation promoting continuous improvement, stakeholder involvement, and transparent decision-making.

However, tit also highlight the realities of evaluation challenges in resource availability, tensions between rigor and practicality, and the importance of adhering to standards. This is where the weaknesses of the IEP Review in the Philippine context are most evident. As several studies reveal, implementation issues such as the lack of multidisciplinary personnel, absence of standardized diagnostic tools, and heavy reliance on informal assessments undermine the validity and reliability of the evaluation process (Aldas et al., 2025). Teachers often struggle with competency in data collection and progress monitoring, which are core requirements of a high-quality evaluation (Rashid & Wong, 2023). Furthermore, systemic constraints large class sizes, administrative overload, and limited training for general education teachers result in IEP Reviews that risk becoming procedural rather than meaningful, echoing the videos’ warnings that evaluation can devolve into a compliance exercise when standards cannot be upheld.

The literature on SPED implementation in the Philippines also supports these concerns. Reyes (2023) notes persistent gaps in assessment practices and reporting, emphasizing the need for stronger structures, training, and support systems. These gaps directly affect the fidelity of IEP Reviews and hinder their potential to function as robust evaluative tools. Thus, while the IEP Review system is theoretically aligned with best practices in evaluation, its success heavily depends on the capacity of schools, teachers, and the broader SPED infrastructure.

The principles presented in the evaluation videos provide a strong framework for understanding both the power and the limitations of the IEP Review process in the Philippines. The IEP Review embodies many strengths of effective evaluation—personalization, holistic data use, collaborative judgment, and direct instructional implications. Yet its weaknesses reflect the real-world challenges of evaluation highlighted in the videos: resource constraints, variability in evaluator expertise, and the risk of reduced fidelity in implementation.

Ultimately, improving IEP Reviews requires not only knowledge of evaluation principles but also systemic support: adequate staffing, standardized tools, teacher training, and structures that allow evaluators to follow ethical and professional standards. When these conditions are strengthened, the IEP Review can fulfill its role as a meaningful evaluation mechanism that genuinely informs educational decision-making and leads to improved outcomes for learners with disabilities.

Aldas, J., Delos Reyes, N. R., Tenerife-Cañete, J. J., & Añero, M. (2025). Individualized Education Programs (IEPs) in practice: A qualitative study on the challenges in the context of its implementation. British Journal of Teacher Education and Pedagogy, 4(2), 88–112. https://doi.org/10.32996/bjtep.2025.4.2.8

Rashid, S. M., & Wong, M. T. (2023). Challenges of implementing the Individualized Education Plan (IEP) for special needs children with learning disabilities: Systematic literature review (SLR). International Journal of Learning, Teaching and Educational Research, 2023. https://ijlter.net/index.php/ijlter/article/view/1493

Reyes, C. L. A. (2023). A systematic review on the state of special education in the Philippines: Identifying challenges, gaps, and future directions. https://icceph.com/wp-content/uploads/2023/11/A-Systematic-Review-on-the-State-of-Special-Education-in-the-Philippines.pdf