Learning Evaluation

LEARNING EVALUATION A. Definition of Evaluation There are three things that are interrelated in learning evaluation activities, namely evaluation, measurement and testing. The three terms are often misinterpreted so that their meaning and position are unclear. Gronlund stated that evaluation is a systematic process of collecting, analyzing and interpreting information/data to determine the extent to which students have achieved learning objectives. Then measurement is a process that produces a picture in the form of numbers regarding the level of special characteristics possessed by individuals (students). While a test is a systematic tool or procedure for measuring a sample of behavior. Based on the opinion above, it can be concluded that evaluation is more comprehensive which includes measurement. While a test is one of the tools or forms of measurement. Measurement is more limited to a quantitative picture (in the form of numbers) regarding student learning progress (learning progress) while evaluation or evaluation is qualitative. In addition, evaluation is essentially a process of making decisions about the value of an object. Evaluation decisions (value judgment) are not only based on measurement results (quantitative description), they can also be based on observation results (qualitative description). Both those based on measurement results (measurement) and non-measurement (non-measurement) ultimately produce value decisions about an object being assessed. Mursell said there are three main things that we can evaluate in learning, namely 1) direct results of learning efforts, 2) transfer as a result of learning, and 3) the learning process itself. Good evaluation must assess authentic results and this is done by testing to what extent it can be transferred. Evaluation must be carried out accurately, carefully and objectively on learning outcomes so that it can be a tool to check students' abilities in learning and improve their learning achievements. In addition, it can be a control tool for the teacher's teaching methods, and can guide students to understand themselves (their strengths and weaknesses). B. Objectives of Learning Evaluation Evaluation according to psychological requirements aims for us (teachers) to know students as completely as possible and for students to know themselves completely. In addition, evaluation is also useful for improving teaching results, therefore evaluation cannot be separated from learning and teaching, and the point is learning evaluation with the aim of improving it. Evaluation must be carried out by all parties concerned, not only teachers but also students themselves, evaluation must be reviewed as a whole. Based on the results of the evaluation, teachers can find out how far the mastery of the subject matter or skills of each student. In addition, evaluation can also be used by teachers as a tool to increase student learning motivation, so that they can achieve higher learning achievements. Evaluation in learning can help teachers in making effective decisions in learning. Gronlund suggests that there are three types of decisions that can be made by teachers related to the evaluation process: 1) decisions at the beginning of teaching, 2) decisions during teaching, and 3) decisions at the end of learning. Based on the opinions above, it can be concluded that the objectives of evaluation in learning include: 1) To see the productivity and effectiveness of teaching and learning activities; 2) To improve and perfect teacher activities; 3) To improve, perfect and develop teaching and learning programs; 4) To find out what difficulties are faced by students during learning activities and find solutions; 5) To place students in the right teaching and learning situations according to their abilities. C. Learning Evaluation Function The main functions of evaluation in learning can be grouped into four functions, namely: 1) Formative Function, namely evaluation can provide feedback for teachers as a basis for improving the teaching and learning process and holding remedial programs for students who have not fully mastered the material being studied. 2) Summative Function, namely being able to find out the level of student mastery of the subject matter, determining grade points as material for class promotion decisions and student learning progress reports, and can increase student learning motivation. 3) Diagnostic Function, namely being able to find out the background of students (psychological, physical, and environmental), who experience learning difficulties. 4) Selection and Placement Function, namely the evaluation results can be used as a basis for selecting and placing students according to their interests and abilities. D. Types of Learning Evaluation Based on its function, evaluation is divided into four types, namely: 1) formative; 2) summative; 3) diagnostic; and 4) placement. Formative evaluation emphasizes efforts to improve the learning process. Summative evaluation emphasizes more on determining the level of learning success of each student which is used as a basis for determining grades and/or student promotion and graduation. Diagnostic evaluation emphasizes efforts to understand students' difficulties in learning, while placement evaluation emphasizes efforts to align programs and learning processes with the characteristics of students' abilities. Based on the method, evaluation is divided into two types, namely: 1) quantitative evaluation; and 2) qualitative evaluation. Qualitative evaluation is usually more subjective than quantitative evaluation. Quantitative assessment is usually expressed in the form of numbers, while qualitative evaluation is expressed with phrases such as "very good, good, enough, less, very less", or "very satisfying, satisfying, less satisfying, unsatisfactory". Quantitative evaluation is usually carried out when teachers want to give a final grade to their students' learning outcomes. While qualitative evaluation is carried out when teachers want to improve their students' learning outcomes. Based on the technique, evaluation is divided into: 1) tests; and 2) non-tests. Test techniques can be distinguished according to the material to be assessed, its form and method. According to the material assessed, there are learning outcome tests, intelligence tests, special talent tests, interest tests, and personality tests. According to the form, there are descriptive tests and objective tests. According to the method, there are written tests, oral tests and action tests. Non-test techniques are usually used to assess the learning process. Special tools to carry out this non-test technique can be done through observation, interviews, questionnaires, work/reports, essays and attitude scales. Based on the criteria used, it is divided into evaluation based on benchmarks (PAP) and evaluation based on normative references (PAN). Based on the criteria, evaluation as a comparison includes: 1) internal criteria (relative); and 2) external criteria (absolute). Relative criteria describe the position of the object being assessed against other objects that are based on the same criteria. While absolute criteria describe the position of the object being assessed in terms of previously determined criteria. E. Learning Evaluation Requirements General requirements that must be met in learning evaluation include: 1) Validity, which can measure the characteristics of changes in student behavior according to learning objectives. 2) Reliability, which shows the consistency of the results obtained even though several evaluations are carried out. 3) Objectivity, which means that the assessment results reflect the condition of the student's abilities as they are, not affected by the elements of the assessor's subjectivity. 4) Representative, which means that there is balance and representation of each objective and main learning material being tested. 5) Fairness, which is presenting issues fairly, not being a trap and not containing words that are traps. 6) Practical, which is being effective and efficient, easy to implement, process and interpret. F. Formative Assessment 1) Definition of Formative Assessment Formative assessment is an assessment of learning outcomes that aims to determine to what extent students have "been formed" (in accordance with the predetermined teaching objectives) after they have followed the learning process for a certain period of time. It should be noted that the term "formative" comes from the word "form" which means "shape". This formative assessment is usually carried out in the middle of the teaching program, namely every time a lesson unit or sub-topic ends or can be completed. In schools, this formative assessment is commonly known as "daily tests". The material of this formative assessment is generally emphasized on the learning materials that have been taught. The questions consist of questions, both those that are included in the easy category and those that are included in the difficult category. Formative Assessment is also useful in analyzing learning materials, and student learning achievements, and teacher effectiveness. From the various definitions, it can be concluded that formative assessment is an assessment carried out during the teaching and learning process or at the end of each discussion of a topic so that students and teachers obtain information (feedback) regarding the progress that has been achieved. 2) Purpose of Formative Assessment a) Formative assessment is to find out to what extent the designed program can run, while identifying obstacles. By knowing the obstacles and things that cause the program to not run smoothly, early decision-making can make improvements that support the smooth achievement of program objectives. b) To ensure that the expected goals can be achieved and to make improvements to a product or program. 3) Function of Formative Assessment a) The main function of formative assessment is to find out the success and failure of the teaching and learning process, so that it can be used to improve and perfect it. b) To find out the problems and obstacles to teaching and learning activities including the learning and teaching methods used by teachers, the weaknesses and strengths of a student. c) To improve the learning process towards a better and more efficient direction or to improve the learning unit or plan. 4) Techniques used as formative assessment These techniques can be divided into written and unwritten types as follows. a) Written: Exams, Essays, Portfolios, and Self-Assessment. b) Unwritten: Questions, Observations, Interviews/Conferences, and Presentations. G. Summative Assessment 1) Definition of Summative Assessment Summative assessment is an assessment conducted at the end of each time unit which includes more than one topic, and is intended to determine the extent to which students have been able to move from one unit to the next. Winkel defines summative assessment as the use of tests at the end of a certain teaching period, which includes some or all of the lesson units taught in one semester, even after the discussion of a field of study has been completed. Summative assessment is an assessment carried out after a set of lesson programs have been completed. In other words, an assessment is carried out after all lesson units have been taught. The main purpose of this summative assessment is to determine the value that symbolizes the success of students after they have completed the teaching program within a certain period of time. So, Summative assessment is an assessment carried out at the end of a program unit, for example an assessment carried out at the end of a quarter, end of a semester or end of a year. The purpose of this assessment is to find out the results achieved by students, namely how far students have achieved the competencies set out in the curriculum. This assessment is oriented towards products/results. And can determine the results achieved by students in a particular program in the form of student success status at the end of each education and teaching program. For example: Quarterly test, End of semester test, EBTA. 2) Summative Assessment Function The function of summative assessment is to find out the number or value of students after following a learning program in one semester. 3) Purpose of Summative Assessment The purpose of summative assessment is to find out the level of learning outcomes achieved by students after carrying out a learning program in one semester, end of year or end of learning program in a particular education unit. H. Diagnostic Assessment 1) Definition of Diagnostic Assessment. Diagnostic assessment is an assessment that aims to identify students' weaknesses and the factors that cause them. The implementation of this type of assessment is usually intended for tutoring purposes, remedial teaching, finding cases and so on. The questions are arranged in such a way that the types of learning difficulties faced by students can be found. If the tools used in the assessment meet the requirements, then by looking at the results, the teacher will know the student's weaknesses. In addition, the causes of the weaknesses are also known. So by conducting an assessment, the teacher is actually diagnosing students about their strengths and weaknesses. By knowing the causes of these weaknesses, it will be easier to find ways to overcome them. 2) Function of Diagnostic Assessment The function of Diagnostic Assessment is to find out the problems suffered by or disturbing students, so that students experience difficulties, obstacles, or disturbances when following a learning program in a field of study. The difficulties of these students are attempted to be solved. 3) Purpose of Diagnostic Assessment The purpose of Diagnostic Assessment is to help overcome difficulties or obstacles experienced by students when participating in learning activities in a field of study or the entire learning program. 4) Aspects assessed in conducting diagnostic assessments and their implementation time The aspects assessed are the learning outcomes obtained by students, their background, and all aspects related to learning activities. The implementation time of this diagnostic test is in accordance with the development needs of an educational institution, in order to improve the quality of education for its students. I. Placement Assessment 1) Definition of Placement Assessment Placement assessment is an assessment aimed at determining the prerequisite skills needed for a learning program and learning mastery as programmed before starting learning activities for that program. In other words, this assessment is oriented towards students' readiness to face new programs and the suitability of the learning program to the students' abilities, and the assessment is carried out when there is a need to place each student in an educational program/teaching and learning program that suits their abilities. 2) Placement Assessment Function The function of Placement Assessment is to find out the condition of the students at a glance including the condition of their entire personality., the students are placed in their positions. For example, students with small bodies should not be placed at the back, but rather at the front so that they do not experience difficulties in PBM. 3) Purpose of Placement Assessment • To place students in their true place based on the students' talents, interests, abilities, abilities and personal circumstances so that students do not experience obstacles in following lessons or any program material presented by the teacher. • Understanding students' learning abilities, so that with that understanding the teacher can place students in teaching and learning situations that are right for them. For example: Tests for science or social studies majors. 4) Aspects assessed and time for implementation of the Placement Assessment. Aspects assessed include the physical and psychological condition, talents, abilities, knowledge, skills experience, attitudes, and other aspects deemed necessary for the interests of the student's further education. It is possible that this assessment can also be carried out after students have attended lessons for one semester or one year in accordance with the intentions of the educational institution concerned. The time for carrying out this assessment should be carried out before students occupy a certain class when accepting new students or after moving up a class when choosing a major. J. Elements of Learning Evaluation The main elements in learning evaluation are: 1) Objects to be evaluated, evaluation objects in learning include the content of the learning program, the level of efficiency and effectiveness of program implementation, and the level of success of the learning program (program output). 2) Criteria as a comparison, including internal criteria (relative) and external criteria (absolute). Relative criteria describe the position of the object being assessed against other objects that are based on the same criteria. While absolute criteria describe the position of the object being assessed reviewed from previously determined criteria. Based on the criteria used, it is divided into evaluation based on benchmark references (PAP) and evaluation based on norm references (PAN). 3) Decision (judgment), is the result of consideration or comparison between objects assessed based on measurement results against the object with previously determined criteria. The judgment of the evaluation results is qualitative. Learning evaluation must meet adequate technical requirements, so that the information obtained is truly accurate, so that decisions taken based on the data are very appropriate. K. Assessment Principles 1) Comprehensive and continuous, meaning that assessment by educators covers all aspects of competency using various appropriate assessment techniques, to monitor the development of students' abilities. 2) Open, meaning that assessment procedures, assessment criteria, and the basis for decision-making can be known by interested parties. Therefore, educators inform students about the assessment procedures and criteria. In addition, interested parties can access the assessment procedures and criteria as well as the basis for the assessment used. 3) Accountable, meaning that the assessment can be accounted for, both in terms of technique, procedure, and results. 4) Flexible, meaning that the assessment is flexible in its implementation, allowing for adjustments based on the situation and conditions of place and time that are always developing, as well as the abilities and backgrounds of students. L. Form of Assessment 1) Written Test This written test is usually conducted in groups by taking place in a certain room. In written exams, there are two forms of tests, namely essay tests (descriptions) and objective tests. 2) Portfolio A portfolio is a collection of documents and works of students in a particular field that are organized to determine the interests, development of competencies, achievements, and creativity of students. 3) Assignments Assignments can be carried out in the form of projects or homework. A project is a number of activities that are designed, carried out, and completed by students outside of class activities and must be reported in writing or orally within a certain time. Homework is a task that must be completed by students outside of class activities, for example completing questions and doing exercises. 4) Performance Test A Performance Test is a test in the form of an action to measure how far someone can do a task or job according to the standards or criteria that have been set M. Steps for Developing Learning Evaluation Here are the steps for developing learning evaluation. • determine the purpose of the evaluation • identify the competencies to be measured • identify learning outcomes and their indicators • create a specification table (grid) • write an evaluation tool that is relevant to the test grid.