The Concept of Evaluation in Education

THE CONCEPT OF EVALUATION IN EDUCATION Education is an important need in children's development, because it can increase potential and form an independent, capable and moral person. The existence of individuals in the education process cannot be separated from diversity. In reality, in public schools there are children with special needs who have characteristics that are not so striking or significant. Therefore, the education service model that is currently widely applied is inclusive education. Inclusive education is a child-friendly education service, where every student has the same right to receive education at an institution. In its implementation, education cannot be separated from evaluation, as well as in inclusive education, especially in learning. Evaluation of learning in inclusive education is a way to measure the success of learning that has been carried out. The evaluation is intended to help educators in preparing various effective learning program plans for each student. A. Definition of Evaluation The word evaluation comes from the English word evaluation, containing the basic word value which means "value". The word value or value in the term evaluation is related to the belief that something is good or bad, right or wrong, strong or weak, sufficient or insufficient, and so on. Evaluation can be interpreted as a process of considering something or a symptom by using certain qualitative benchmarks, for example good-bad, strong weak, adequate-inadequate, high low, and so on. Suchman (in Ajat. (2018), p. 1) views evaluation as a process of determining the results that have been achieved by several activities planned to support the achievement of goals. Meanwhile, Worthen and Sanders (in p. 1) state that evaluation is an activity of looking for something valuable about something: in this search, it also includes looking for information that is useful in assessing the existence of a program, production, procedure, and alternative strategies proposed to achieve predetermined goals. Stufflebeam (in Ajat. (2018), p. 2) explains that evaluation is a process of describing, searching for and providing information that is very useful for decision making in determining alternative decisions. From the understanding put forward by the experts above, it can be concluded that evaluation is a process of determining decisions about the quality of an object or activity by involving assessment considerations based on data and information that is collected, analyzed and interpreted systematically. Learning evaluation is a process of determining the services, value or benefits of learning activities through assessment or measurement activities. Learning evaluation includes making considerations about the services, value or benefits of programs, results and learning processes. B. Evaluation Objectives The purpose of conducting an evaluation in inclusive education is to determine the threats, strengths, opportunities, and weaknesses that will be faced in the implementation process. In addition, this evaluation process is carried out to see the conditions of the implementation that is carried out. In inclusive education, this evaluation process is carried out to see the level of success of activities in inclusive education that have been carried out by looking at the comparison of the results obtained with the provisions that have been made In conducting this inclusive education evaluation, it is carried out transparently and openly, namely starting from planning, process, and the results of the evaluation will be provided with information to related parties such as the government, community, educational institutions, etc. who need this information. This means that in the mechanism, assessment, criteria and results there is transparency because it involves other roles to monitor and see the results of the evaluation. In inclusive learning, Hallahan and Kaufman (2006) (in Ni'matuzahroh and Yuni. 2016, p. 48) emphasized that there are several basic things that must be considered so that inclusiveness can run, namely not labeling children with special needs as something dangerous, changing views and hearts to accept differences, reorientation related to assessment, teaching methods and classroom management including environmental adjustments, redefinition of teacher roles and reallocation of human resources, provision of professional assistance and teacher training, formation, improvement and development of partnerships between teachers, parents to share experiences, flexible curriculum and learning evaluation.