Abstract
The article attempted a theoretical comparative analysis on educational evaluation methodologies to examine the ways in which educational evaluation can lead to effective education policies and planning in developing countries. Three major surveys, namely, international student assessment, school survey, and household survey were compared and contrasted and the missing links were identified. It was found that the existing international student assessments have defects in its target groups and data collection method, while school survey and household survey also overlook a comprehensive focus on both supply and demand sides of education. The results of these surveys occasionally confront discrepancies, especially in developing countries where a number of out-ofschool children and dropouts exist. Thus, a comprehensive assessment of these surveys is essential. Furthermore, qualitative research would be required for a complementary analysis for inferences from the quantitative data, particularly for critical issues such as non-enrollment and dropout.
