Implications in the Implementation of Curriculum Evaluation

Implications in the Implementation of Curriculum Evaluation 1. Curriculum Evaluation at the Micro Level Micro evaluation is often used at the class level, especially to determine the learning achievement of students. This learning achievement is not only cognitive, but also includes all the potential that exists in students. So, the target of micro evaluation is the learning program in the classroom and the person responsible is the educator for schools or lecturer for universities (Mardapi, 2012: 29). The objectives of micro evaluation include: a. Measuring the effect of teaching The first objective of program evaluation at the micro level is to obtain an overview of the effect or influence of the teaching that has been given on the mastery of the skills to be achieved in a subject. The effect or influence can be known if a comparison is made between the results achieved by students before and after the teaching is given. b. Improving teaching Improving for the purpose of measuring the effect or influence of teaching, program evaluation at the micro level aims to obtain an overview or information about parts of the lesson that are still not understood by students. Types of micro evaluations include To achieve the objectives of micro evaluations, there are several types of evaluations that need to be conducted in each subject, including: a. Initial evaluation Initial evaluation or pretest is conducted before teaching is given. Its function is to determine the initial abilities of students regarding the lesson to be given. If the results of this initial evaluation are compared with the results of the evaluation at the end of teaching, the effects or influences of the teaching can be measured. Initial evaluation materials are compiled based on the scope of the material and the types of abilities to be developed in the subject in question. b. Intermediate evaluation Intermediate evaluation is conducted on each unit of material given in a subject. This intermediate evaluation can be in the form of a test or other form of evaluation about the unit in question. The results of this intermediate evaluation are used primarily for the purpose of improving the teaching and learning process including ways of teaching certain parts that have not been understood by students. c. Final evaluation The final evaluation or posttest is conducted after the teaching is given. Its function is to obtain an overview of the abilities achieved by students at the end of the program. If the results of the final evaluation are compared with the results of the initial evaluation, the extent of the effect or influence of the teaching that has been given can be known and at the same time the parts of the teaching program that still contain weaknesses can be identified. This final evaluation material should be identical or equivalent to the initial evaluation material. 2. Macro-Level Curriculum Evaluation Muhlis (2016) explains the objectives, types, and schemes of curriculum evaluation activities at the macro level as follows: Evaluation objectives Curriculum evaluation at a more macro level is conducted to produce inputs needed for the preparation and improvement of curriculum objectives and programs as well as educational materials and equipment/facilities. Types of evaluation, among others: To achieve the evaluation objectives there are 4 types of evaluations that need to be carried out: a) Context evaluation: evaluation conducted to produce information needed in program planning, especially in determining the objectives and curriculum programs of training. b) Input evaluation: evaluation conducted to produce information needed in preparing and improving educational equipment including teaching materials, supporting facilities/tools for teaching media, teaching staff and so on. c) Short-term process/result evaluation: information for the purposes of improving programs and implementing education, both information about the process and short-term results achieved by students during and at the end of each program unit. d) Long-term impact/result evaluation: an evaluation conducted to produce information needed for reviewing the entire education program and determining the necessary follow-up activities including curriculum improvements in the life cycle.