Basic Concept Of Learning Evaluation

BASIC CONCEPT OF LEARNING EVALUATION A. Background Education is an activity carried out in order to obtain a result in accordance with the desires that have been set. In the process of achieving these goals or desires, it is certainly not easy, there will always be obstacles and barriers in the achievements made. One component that also determines the results of the process carried out is evaluation. In the world of education and learning itself, there are several terms used, both mentioned together and separately. These terms are measurement, assessment, and evaluation. All three have different meanings and understandings. Evaluation itself is one of the main activities that must be carried out in education and learning. Therefore, evaluation in learning is very necessary so that the goals of education can be achieved as optimally as possible. Through evaluation we will find out the development of learning, intelligence, special talents, interests, social relationships, attitudes and personalities or students and the success of a learning program. Evaluation can also reflect how far the development of education in an institution or country. B. Definition of Learning Evaluation Evaluation in English is known as Evaluation. Wrightstone, et al. (in Elis and Rusdiana. 2015, p. 27). who stated that educational evaluation is an assessment of student growth and progress towards goals or values that have been set in the curriculum. More specifically, Grondlund and Linn (1990) (in Elis and Rusdiana. 2015, p. 27), define learning evaluation as a process of collecting, analyzing and interpreting information systematically to determine the extent to which learning objectives have been achieved. Learning evaluation is an evaluation in the field of learning. The purpose of learning evaluation is to collect information that is used as a basis for determining the level of progress, development, and achievement of student learning, as well as the effectiveness of teacher teaching. Learning evaluation includes measurement and assessment activities. When viewed from its purpose, learning evaluation is divided into diagnostic, selective, placement, formative and summative evaluations. When viewed from its targets, learning evaluation can be divided into context, input, process, results and outcome evaluations. The evaluation process is carried out through three stages, namely the planning, implementation, processing of results and reporting stages. In the context of learning activities, evaluation can be defined as a systematic process in determining the level of achievement of predetermined learning objectives. Learning evaluation is defined as determining the suitability between student performance and learning objectives. In this case, what is evaluated is the characteristics of students using a certain benchmark. These characteristics in the scope of teaching and learning activities are student performance in the cognitive (knowledge and intellectual), affective (attitude, interest, and motivation), and psychomotor (skills, movement, and actions) fields. This performance can be evaluated verbally, in writing, or in action. Thus, evaluating here is determining whether student performance is in accordance with the formulated instructional objectives or not. If we further examine the definition of evaluation in learning, we will obtain an understanding that is not much different from the general understanding of evaluation. The definition of learning evaluation is the process of determining the value of learning that is carried out, through learning measurement and assessment activities. The measurement referred to here is the process of comparing the level of learning success with the measurement of learning success that has been determined quantitatively, while the assessment referred to here is the process of making decisions about the value of learning success qualitatively. Learning ability in delivering material to learners and for learners as an exploration of how much material they are able to absorb during the learning process. From the test results, learners/syllabus compilers can change/improve the syllabus, methods, and media. Tests are information collectors (Zuhud, 1995: 10) (in Elis and Rusdiana. 2015, p. 29). Based on these limitations, it can be concluded that evaluation in general can be interpreted as a systematic process to determine the value of something (objectives, activities, decisions, performance, processes, people, or objects) based on certain criteria. Evaluation includes a number of techniques that cannot be ignored by a teacher or lecturer. Evaluation is not just a collection of techniques, but evaluation is an ongoing process that underlies all good learning activities. Learning evaluation aims to determine the extent to which the efficiency of the learning process is implemented and the effectiveness of achieving the learning objectives that have been set. C. Learning Evaluation Model In studies on evaluation, many evaluation models are found with different formats or systems, although in some models there are also the same. For example, Said Hamid Hasan (2009) (in Elis and Rusdiana. 2015, pp. 115-123), groups learning evaluation models as follows: 1. Quantitative Evaluation Model Quantitative evaluation is the use of quantitative procedures to collect data as a consequence of the application of positivist paradigm thinking. So that the existing quantitative evaluation models emphasize the important role of quantitative methodology and the use of tests. The next characteristic of quantitative models is the absence of a process approach in developing evaluation criteria. Among the curriculum evaluation models that are categorized as quantitative evaluation models are as follows: a) Tyler's Black Box Model Tyler's evaluation model is built on two bases, namely: evaluation aimed at student behavior and evaluation must be carried out on the initial behavior of students before a curriculum is implemented and when students have implemented the curriculum. Based on these two principles, Tyler wants to say that the actual curriculum evaluation is only related to the dimensions of learning outcomes. The implementation procedure of Tyler's evaluation model is as follows: 1) Determine the objectives of the curriculum to be evaluated. The objectives of the curriculum referred to here are behavioral objective models. And this model in Indonesia has been developed since the 1975 curriculum. As for the current KTSP curriculum, it must develop these behavioral objectives if it concerns the competency-based curriculum model. 2) Determine the situation where students get the opportunity to demonstrate behavior related to the objectives. From this step, it is expected that the evaluator will pay close attention so that the learning process that occurs reveals the learning outcomes designed by the curriculum. 3) Determine the evaluation tool that will be used to measure student behavior. This evaluation tool can be in the form of tests, observations, questionnaires, interview guides and so on. The evaluation instrument must be tested for validity and reliability. These are the three procedures in the Tyler model evaluation. The weakness of this Tyler model is that it is not in line with education because it focuses on learning outcomes and ignores the process dimension. Whereas learning outcomes are the product of the learning process. So that evaluation that ignores the process means ignoring important components of the curriculum. The advantage of this Tyler model is its simplicity. Evaluators can focus their evaluation studies on only one dimension of the curriculum, namely the dimension of learning outcomes. While the dimensions of documents and processes are not the focus of the evaluation. b) Taylor and Maguire's Theoretical Model Taylor and Maguire's curriculum evaluation model is more based on theoretical considerations. This model involves variables and steps in the curriculum development process. In carrying out curriculum evaluation according to the Taylor and Maguire theoretical model, it includes two things, namely: first, collecting objective data generated from various sources regarding the components of objectives, environment, personnel, methods, content, direct learning outcomes and long-term learning outcomes. It is said to be objective data because they come from outside the evaluator's considerations. Second, collecting data that is the result of individual considerations, especially regarding the quality of objectives, input and learning outcomes. The way the Taylor and Maquaire evaluation model works is as follows: 1) Starting from the pressure/desires of society towards education. This pressure and demands of society are developed into goals. Then the goals of this society are developed into goals that the curriculum wants to achieve. In the development of KTSP, this pressure from society is developed at the National level in the form of Content Standards and Graduation Competency Standards. From these two standards, educational units develop a vision and goals that the educational unit wants to achieve. Then the objectives of the educational unit become the curriculum objectives and subject objectives. 2) The evaluator seeks data on the harmony between general objectives and behavioral objectives. So the evaluator's task here is to seek relevance between the objectives of the educational unit, curriculum and subjects that differ in their levels of abstraction. In this stage the evaluator must determine whether the development of the behavioral objectives brings gains or losses compared to the general objectives in the first stage. 3) Interpretation of curriculum objectives At this stage the evaluator's task is to provide considerations regarding the value of the general objectives in the first stage. The two criteria put forward by Taylor and Maguaire in providing considerations are: first, suitability with the main task of the school. second, the level of importance of the curriculum objectives to be used as a school program. the results of this activity are a number of behavioral objectives that have been filtered and will be used as objectives to be achieved by the subjects concerned. 4) Evaluating the development of objectives into learning experiences. The evaluator's task here is to determine the results of a learning activity. Examining whether the learning outcomes that have been obtained can be used in life in society. Because a good curriculum is a curriculum that makes the learning outcomes obtained by students can be used in their lives in society. c) Alkin's System Approach Model Alkin's model is a little unique because it always includes elements of a microeconomic approach in the evaluation work. The approach used is called Alkin's System approach. Two things that must be considered by the evaluator in this model are measurement and control variables. Alkin divides this model into three components, namely: 1) Input Component, 2) Process Component which he calls the intermediary (mediating), 3) Output Component (result) Alkin also recognizes the internal system which is the interaction between components that are directly related to education and external systems that have an influence and are influenced by education. The Alkin model is developed based on four assumptions. If these four assumptions have been met, the Alkin model can be used. The four assumptions are: 1) Intermediary variables are the only variables that can be manipulated. 2) The external system is not directly influenced by the output of the system (schooling) 3) School decision makers have no control over the influence that the external system has on the school. 4) Input factors influence the activity of intermediary factors and in turn intermediary factors influence output factors. The advantage of this model is its attachment to the system. With this system approach model, school activities can be followed closely starting from the variables in the input, process and output components. The input components in question are all information related to student characteristics, intellectual abilities, previous learning outcomes, personality, habits, family background, environmental background and so on. The weakness of the Alkin model is its limitation in the focus of the study, which only focuses on school activities. So this model can only be used to evaluate the curriculum that is ready to be implemented in schools. d) Stake Countenance Model The countenance model is the first curriculum evaluation model developed by Stake. Stake bases this model on formal evaluation. Formal evaluation is an evaluation conducted by an external party who is not involved with the evaluator. Stake's countenance model consists of two matrices. The first matrix is called the Description matrix and the second is called the Consideration matrix. 1) Description Matrix The first category of the description matrix is something that is planned (intent) by the curriculum and program developers. In the context of KTSP, the curriculum is the curriculum developed by the education unit. While the program is the syllabus and lesson plan developed by the teacher. The second category is observation, which is related to what is actually the implementation of what is desired in the first category. In this category, the evaluator must make observations regarding the antecedents, transactions and results in one educational unit or study unit consisting of several educational units. 2) Consideration Matrix In this matrix there are categories of standards, considerations and focus antecedents, transactions, autocamo (results obtained). Standards are criteria that must be met by a curriculum or program that is used as an evaluator. Next, the evaluator should consider what has been done from the first category and the descriptive matrix. The advantage of this model is the detailed analysis. Each aspect is tried to be assessed for its suitability. For example, an analysis of whether the initial requirements planned with what happened are in accordance or not? The learning outcomes of students are in accordance with expectations. e) CIPP Model This model was developed by a team chaired by Stufflebeam. So as the name implies, the CIPP model has four types of evaluation, namely: Context Evaluation, Input Evaluation, Process Evaluation, and Product Evaluation. The four types of evaluation are as follows: 1) Context Evaluation, The main purpose of context evaluation is to determine the strengths and weaknesses of the evaluator. The evaluator identifies various factors of teachers, students, management, work facilities, work atmosphere, regulations, the role of the school committee, the community and other factors that may affect the curriculum. 2) Input Evaluation; This evaluation is important because it is for providing considerations regarding the success of curriculum implementation. The evaluator determines the level of usefulness of the various factors studied in the context of curriculum implementation. Considerations regarding this are the basis for the evaluator to determine whether there needs to be a revision or change of the curriculum. 3) Process evaluation is an evaluation of the implementation of a curriculum innovation. The evaluator collects various information regarding the implementation of the curriculum, the strengths and weaknesses of the implementation process. The evaluator must record the various influences of input variables on the process. 4) Product The main purpose of the outcome evaluation is to determine the extent to which the implemented curriculum has been able to meet the needs of the group that uses it. The evaluator collects various types of information regarding learning outcomes, compares them with standards and makes decisions regarding the status of the curriculum (revised, replaced or continued). f) Microeconomic Model The microeconomic model is a model that uses a quantitative approach. Like other quantitative models, this microeconomic model focuses on results (work results, learning outcomes and estimated results). The big question in microeconomics is whether the learning outcomes obtained by students are in accordance with the funds spent? There are four models in the microeconomic environment, the one that is appropriate for use in curriculum evaluation is the cost-effectiveness model. In this cost-effectiveness model, an evaluator must be able to compare two or more programs, both in terms of the funds used for each program and the results resulting from each program. This comparison of results will provide input for decision makers regarding which program is more profitable in terms of the relationship between funds and results. In measuring results, standardized instruments are used. The use of standard instruments is important because in this way the comparison between costs and results can be done in a balanced way. 2. Qualitative Evaluation Model The qualitative evaluation model always places the curriculum implementation process as the main focus of the evaluation. Therefore, the dimensions of activities and processes receive more attention than other dimensions. There are three qualitative evaluation models, namely: a. Case study model The case study model is the main model in qualitative evaluation. The evaluation of the case study model focuses on curriculum development activities in one educational unit. The unit can be a school, a class, or even a teacher or principal. In using the case study evaluation model, the first action that the evaluator must take is to familiarize himself with the curriculum being studied. If the evaluator is not familiar with the curriculum and the educational unit that developed it, then this evaluator is prohibited from conducting an evaluation. There are two types of familiarization. 1) Familiarization of the curriculum as an idea and as a plan. 2) The second familiarization is carried out when the evaluator is in the field. In its implementation, the evaluator must master the habits in the educational unit being evaluated. After familiarization, the evaluator can continue with field observations properly. Observation is a data collection technique that is highly recommended in the case study model. With observation, the evaluator can capture the atmosphere that occurs directly when the process being observed is taking place. The provisions for evaluators when using observation are: 1) The evaluator is someone who has a broad vision and knowledge of the focus of observation. 2) The evaluator is someone who has the speed of thought, this is important because the evaluator functions as an instrument that is always open to refocusing or opening up new dimensions of the problem being observed. 3) Evaluators who are careful in capturing the information they receive. This accuracy is characterized by three things: • Written information as conveyed by respondents, • Meaning of information, and • The relevance of information to a broader context. In addition to observation, data collection can be done with questionnaires and interviews. After the data has been collected, data processing is carried out directly, preferably while still in the field. This makes it easier for evaluators if there are new problems, they still have the opportunity to trace them directly. In addition, it is also time efficient. From this data processing, the evaluator's actions are carried out, namely classifying the data and immediately making an evaluation report. b. Illuminative Model This model is based on the social anthropology paradigm. This model also pays attention not only to the class where a curriculum innovation is implemented. The basic concepts used in this model are: 1) Instruction system The instructional system here is interpreted as a catalog, perspectus, and educational reports that specifically contain various official plans and statements related to the arrangement of a teaching. KTSP as a result of the development of content standards and graduate competency standards in an educational unit is an instruction system. 2) Learning environment The learning environment is a social-psychological and material environment where teachers and students interact. Its implementation activities, the illuminative evaluation model has three steps of activity, including: 1. Observation In observation, the evaluator can directly observe what is happening in an educational unit. The evaluator can conduct document studies, interviews, distribute questionnaires, and conduct tests to collect the necessary information. The main issues, tendencies, and problems identified are guidelines for the evaluator to enter the next step. 2. Further inquiry In this further inquiry stage, the evaluator does not adhere to his findings in the first step. The evaluator's activities in this stage are to establish the issues, tendencies, and problems that exist to a point where the evaluator draws the conclusion that no new problems arise. 3. Explanation Effort In this step of providing an explanation, the evaluator must be able to find the general principles underlying the curriculum in the educational unit. In addition, the evaluator must be able to find a pattern of cause and effect relationships to explain why an activity can be said to be successful and why other activities are said to have failed. Explanation is an important thing in the illuminative method. c. Responsive Model The responsive model places great emphasis primarily on the positions, questions, and problems encountered by the different audiences under the evaluation program. According to Scriven (Guba and Lincoln (1981), the responsive evaluation model allows for taking two major orientations which complement each other: 1) Restriction to the actual uses or benefits being evaluated. 2) Restriction to the actual values being evaluated.