Functions And Objectives Of Learning Evaluation

FUNCTIONS AND OBJECTIVES OF LEARNING EVALUATION A. Learning Evaluation Function The function of learning evaluation is to determine the effectiveness and efficiency of the learning system. The learning system in question is related to the objectives, materials, methods, media, learning resources, environment and the assessment system (evaluation) itself. In general, the function of learning evaluation is as follows. a. To measure the progress and development of students after carrying out teaching and learning activities for a certain period of time. b. To measure the level of success of a teaching system used c. As a consideration in order to improve the learning process. (Ahmad, 2015, p. 35) Furthermore, according to Zainal Arifin (in Afandi, 2013, pp. 33-34) the functions of learning evaluation include the following. a. Psychologically, evaluation functions to determine the extent to which the activities carried out by students are in accordance with the objectives to be achieved. Through this evaluation, students can determine their attitudes and behavior. b. Sociologically, evaluation functions to determine whether students are able to enter the community environment. Capable here means that students are able to communicate and adapt to all levels of society with all the characteristics and norms that apply in it. c. In a dictactic-methodical manner, evaluation functions to help teachers place students in certain groups according to the abilities and potential of each student and to help teachers in efforts to improve the learning process. d. Evaluation functions to determine the position of students in the group, whether they are smart, average, or less smart e. Evaluation functions to determine the level of readiness of students in taking their education program. f. Evaluation functions to help teachers in providing guidance and selection. g. Administratively, evaluation functions to provide reports on student progress to the students themselves, parents, teachers, principals, and authorized government officials. h. Evaluation results provide a general picture of all the results of efforts made by educational institutions. B. Purpose of Learning Evaluation If you want to carry out evaluation activities, then the teacher must first understand the purpose of the evaluation. According to Ahmad Sudjono (in Afandi, 2013, p. 35) the purpose of evaluation is divided into two general objectives and specific objectives. The general objective of learning evaluation is to collect information materials regarding the level of development or level of progress experienced by students after participating in the learning process and to measure the effectiveness of teachers and students after carrying out the learning process. The specific objective of learning evaluation is to stimulate student activities in taking the education program. In addition, the objectives of learning evaluation are as follows. To determine the level of student mastery of the material that has been given: a) To determine the skills, motivation, talents, interests, and attitudes of students towards the learning program. b) To determine the level of progress and suitability of student learning outcomes with the competency standards and basic competencies (KD) that have been set. c) To diagnose the strengths and weaknesses of students in participating in learning activities. d) To determine the selection, class promotion, and placement of students according to their potential. (Arifin, 2012, p. 23) C. Parties Directly Related to Learning Evaluation The success of learning evaluation cannot be separated from the roles of related parties, the parties and their roles in learning evaluation are as follows. a. The role of teachers The role of teachers in learning evaluation is essential. Learning evaluation will be effective if teachers utilize information from assessment results through feedback. Feedback is a means for teachers and students to find out the extent of learning abilities that have been carried out. The following are the roles of teachers and their objectives in assessment, namely: 1) Teachers as monitors, aiming to provide feedback and assistance to each student 2) Teachers as guides, aiming to provide information related to student group diagnostics through the work that has been done 3) Teachers as accountants, aiming to improve and maintain records of student achievement and progress. 4) Teachers as reporters, aiming to report student achievement and progress to parents, students and school administrators. 5) Teachers as program directors, aiming to make decisions and revise teaching practices. b. The role of students Student participation in the assessment process is very important because it is the object of assessment. Rudd and Gunstone (in Ratnawulan & Rusdiana, 2014, p. 59) identified several benefits gained by involving students in the self-assessment process, namely: 1) Developing students' ability to plan and think comprehensively regarding their results and skills 2) Creating student awareness of the importance of assessing their own work 3) Developing students' ability to evaluate each other's self-assessment 4) Developing students' ability to manage resources and time effectively c. The role of schools Schools are the center of teaching and learning activities in the education process. Schools play an important role in organizing education because schools are the parent of learning activities that accommodate all teaching and learning activities by creating conducive conditions so that assessment activities can run properly. In addition, schools are a place to shape students into quality human beings through improving their learning. (Ratnawulan & Rusdiana, 2014, pp. 58-60).