Papers LEARNING AND LEARNING
BASIC CONCEPT OF LEARNING AND LEARNING EVALUATION
BASIC CONCEPT OF LEARNING AND LEARNING EVALUATION
INTRODUCTION
A. BACKGROUND
Any person who performs an activity always wanted to know good or bad results of activities. Similarly, students and teachers, of course they are also anxious to know the process and outcomes of learning activities that they do. To provide information about good or bad processes and outcomes of learning activities, then a teacher should conduct the evaluation. Evaluation is an activity that is inevitable in any learning activities.
Teacher evaluation activities undertaken include the evaluation of teaching and learning. Evaluation of learning outcomes set a good or poor outcome of the learning activities, while the evaluation process of learning the good and bad set of learning activities. Teachers will be deemed to have the ability to evaluate qualitatively. To meet the needs of prospective teachers, the following will be presented why, what and how to evaluate teaching and learning.
B. PURPOSE OF WRITING
This paper was prepared in order to provide an overview of the basic concepts of evaluation of teaching and learning. Besides paper is structured in order to fulfill the task subjects Teaching and Learning.
C. Systematics PRESENTATION
In a paper presentation is structured in three parts:
1. Preliminary
An introduction containing background problem, the purpose of writing and sisetematika.
2. Discussion
Through this section, we have brought to readers more familiar terms, the position and purpose of evaluation in the educational process, then how to communicate the function, purpose, objectives and evaluation procedures for learning outcomes and learning.
3. Cover
Is the final part of the writing of this paper contains the conclusion of the exposure to materials and also advice from the authors based on the results of the discussion.
DISCUSSION
A. BACKGROUND
Any person who performs an activity always wanted to know good or bad results of activities. Similarly, students and teachers, of course they are also anxious to know the process and outcomes of learning activities that they do. To provide information about good or bad processes and outcomes of learning activities, then a teacher should conduct the evaluation. Evaluation is an activity that is inevitable in any learning activities.
Teacher evaluation activities undertaken include the evaluation of teaching and learning. Evaluation of learning outcomes set a good or poor outcome of the learning activities, while the evaluation process of learning the good and bad set of learning activities. Teachers will be deemed to have the ability to evaluate qualitatively. To meet the needs of prospective teachers, the following will be presented why, what and how to evaluate teaching and learning.
B. PURPOSE OF WRITING
This paper was prepared in order to provide an overview of the basic concepts of evaluation of teaching and learning. Besides paper is structured in order to fulfill the task subjects Teaching and Learning.
C. Systematics PRESENTATION
In a paper presentation is structured in three parts:
1. Preliminary
An introduction containing background problem, the purpose of writing and sisetematika.
2. Discussion
Through this section, we have brought to readers more familiar terms, the position and purpose of evaluation in the educational process, then how to communicate the function, purpose, objectives and evaluation procedures for learning outcomes and learning.
3. Cover
Is the final part of the writing of this paper contains the conclusion of the exposure to materials and also advice from the authors based on the results of the discussion.
DISCUSSION
BASIC CONCEPT OF LEARNING AND LEARNING EVALUATION
A. Definition, Status, and General Evaluation Requirements.
1. Understanding Evaluation
Evaluation can be generally defined as a systematic process for determining the value of something (purpose, activities, decisions, performance-work, processes, people, objects, and others) based on certain criteria through an assessment. Evaluation is not always through a process measure (measurement) are new to the process of assessing the (assessment) but can also direct evaluation through an assessment only. Although not all of the evaluation process through the measurement, a prospective teacher should know about measurement. It was also necessary to understand also by every prospective teachers about assessment. Measurement is more about the process of determining the quantity. The evaluation emphasizes the process of making decisions on the size of the good-bad things that are qualitative in nature. Of the limits of measurement and assessment, can be characterized by significant differences between the two, measurements were taken when the activity assessments need it, if the assessment does not require the measurement of activity is not necessary. The results of quantitative measurements will be processed and compared with the criteria, to obtain a qualitative assessment.
If we examine further the understanding of evaluation, measurement, and assessment will gain an understanding that is not much different from the understanding in general. Understanding of evaluation and learning is a process to determine the value of learning and teaching carried out, with the assessment and measurement of learning and teaching. While the notion of measurement in learning activities and learning is the process of comparing the level of learning success and learning with the measures of success and lessons learned that have been determined quantitatively. Understanding learning and learning assessment is the process of decision making and learning the value of success in a qualitative study.
1. Understanding Evaluation
Evaluation can be generally defined as a systematic process for determining the value of something (purpose, activities, decisions, performance-work, processes, people, objects, and others) based on certain criteria through an assessment. Evaluation is not always through a process measure (measurement) are new to the process of assessing the (assessment) but can also direct evaluation through an assessment only. Although not all of the evaluation process through the measurement, a prospective teacher should know about measurement. It was also necessary to understand also by every prospective teachers about assessment. Measurement is more about the process of determining the quantity. The evaluation emphasizes the process of making decisions on the size of the good-bad things that are qualitative in nature. Of the limits of measurement and assessment, can be characterized by significant differences between the two, measurements were taken when the activity assessments need it, if the assessment does not require the measurement of activity is not necessary. The results of quantitative measurements will be processed and compared with the criteria, to obtain a qualitative assessment.
If we examine further the understanding of evaluation, measurement, and assessment will gain an understanding that is not much different from the understanding in general. Understanding of evaluation and learning is a process to determine the value of learning and teaching carried out, with the assessment and measurement of learning and teaching. While the notion of measurement in learning activities and learning is the process of comparing the level of learning success and learning with the measures of success and lessons learned that have been determined quantitatively. Understanding learning and learning assessment is the process of decision making and learning the value of success in a qualitative study.
2. Position Evaluation in the Education Process
The education process can didiagramkan as follows:
Diagram 5.1; educational process as a process of transformation
Put in the educational process are students with all the characteristics and uniqueness. To ensure karakteristrik and uniqueness of students who will enter in the transformation, the required evaluation of the inputs. Transformation in the educational process is the process to cultivate and memeberadapkan students. The institution is a place of transformation. The success of the transformation to produce the output as expected is influenced elements that exist in educational institutions. The elements of transformation in the educational process include;
a) Education and other personal,
b) The content of education,
c) Engineering,
d) evaluation system,
e) educational facilities, and
f) System administration.
To find efficient and effective transformation in the educational process should be carried out evaluations of bekerjaannya elements of transformation. Exodus in the educational process are students who are more cultured and beradap accordance with the objectives set. Feedback in the educational process is all the information that was obtained during the educational process that is used as a material consideration for the improvement of the existing entries in the process of transformation.
When we see the previous description, we see that every element that is in need of transformation pendididkan evaluation activities. Position evaluation process is integrative pendididkan, meaning that every process there must be an evaluation pendididkan.
3. General Requirements Evaluation
General conditions that must be met in the conduct of evaluation activities in the process unraveled following pendididkan.
a. Validity
Validity of replacing the word validity (validity) which can be interpreted as the accuracy of evaluation to evaluate what should be evaluated. Validity can be translated as well as the feasibility of the interpretation of the results of an evaluation or testing instruments, and not to the instrument itself. Thus, it would be inaccurate to say "the validity of evaluation" is more accurate to say "the validity of interpretations made from the results of the evaluation". Validity can also be said to be more pressure on the outcome / acquisition evaluation, not on its evaluation activities.
Validity evaluation instrument is obtained through the ideas and the results pengalamaman. Of the two ways, the obtained four kinds kesahian consisting of: (i) kesahian content (content validation), (ii) construction of 9 construction kesahian validity), (iii) kesahian present (concurrent validity), and (iv) kesahian predication (prediction validity).
a) Education and other personal,
b) The content of education,
c) Engineering,
d) evaluation system,
e) educational facilities, and
f) System administration.
To find efficient and effective transformation in the educational process should be carried out evaluations of bekerjaannya elements of transformation. Exodus in the educational process are students who are more cultured and beradap accordance with the objectives set. Feedback in the educational process is all the information that was obtained during the educational process that is used as a material consideration for the improvement of the existing entries in the process of transformation.
When we see the previous description, we see that every element that is in need of transformation pendididkan evaluation activities. Position evaluation process is integrative pendididkan, meaning that every process there must be an evaluation pendididkan.
3. General Requirements Evaluation
General conditions that must be met in the conduct of evaluation activities in the process unraveled following pendididkan.
a. Validity
Validity of replacing the word validity (validity) which can be interpreted as the accuracy of evaluation to evaluate what should be evaluated. Validity can be translated as well as the feasibility of the interpretation of the results of an evaluation or testing instruments, and not to the instrument itself. Thus, it would be inaccurate to say "the validity of evaluation" is more accurate to say "the validity of interpretations made from the results of the evaluation". Validity can also be said to be more pressure on the outcome / acquisition evaluation, not on its evaluation activities.
Validity evaluation instrument is obtained through the ideas and the results pengalamaman. Of the two ways, the obtained four kinds kesahian consisting of: (i) kesahian content (content validation), (ii) construction of 9 construction kesahian validity), (iii) kesahian present (concurrent validity), and (iv) kesahian predication (prediction validity).
Factors affecting the validity of the results evaluasai include;
1. Factor evaluation instrument itself. The things that perhaps affect the validity of the results contained in the instrument of evaluation, including lack of clarity petujuk, difficulty level vocabulary and sentence structure evaluation instrument, arrangement unfavorable evaluation items, evaluation items that are too short, and recognizable pattern of the instrument response evaluation.
2. Factors administration and scoring evaluation, are also factors that have an influence that contain kesahian interprestrasi evaluation results. These factors include the form that is not enough time to complete the evaluation., Aid is not fair as about providing aid to students, cheating during exams, and scoring essay answers that can not be obtained because it tends towards a low validity.
3. Factors in students' responses are all factors which affect mostly kesahian of the existing factors in the evaluation insrtumen / their administration. Factors in the responses of students among them is the tendency to respond quickly rather than accurately, a tendency to respond by trial and error, and the use of certain styles in responding to essay evaluation items.
b. Reliability
Reliability evaluation of trust-related issues, namely the level of confidence that an evaluation instrument is able to give precise results.
Reliability can we interpret as a confidence level of regularity of evaluation results obtained from an evaluation instrument. Closely related to the validity of reliability, because reliability provides a constancy that allows for validity. There may be validity because of keajengan, does not always guarantee that evaluation results are reliable (reliable) would always reply that the evaluation is valid (valid). And conversely the reliability is not guaranteed to exist on the evaluation results of eligible kesahian. The following are factors that affect reliability:
Reliability evaluation of trust-related issues, namely the level of confidence that an evaluation instrument is able to give precise results.
Reliability can we interpret as a confidence level of regularity of evaluation results obtained from an evaluation instrument. Closely related to the validity of reliability, because reliability provides a constancy that allows for validity. There may be validity because of keajengan, does not always guarantee that evaluation results are reliable (reliable) would always reply that the evaluation is valid (valid). And conversely the reliability is not guaranteed to exist on the evaluation results of eligible kesahian. The following are factors that affect reliability:
1. The length of the test (length of test). The length of the test items related to many tests, in general, more points higher reliability evaluation tests. This happens because more and more about the test more samples to be measured, the proportion of correct answers to increasingly more and more, so factor guessing (guessing) even lower.
2. Distribution of scores (a spread of scores). The coefficient of reliability is directly affected by the spread of scores in the group tercoba. Because the reliability coefficient greater generated when individuals remain at relatively the same position in one group from one test to pengujani others, it means the difference that made possible the change of position in the group also contributed to increase the reliability coefficient.
3. Difficulty level tests (difficuly of tests). Normal reference test (normreferenced test) is the easiest / most difficult for members of groups that worked, tended to produce a low test score reliability. This caused the test results are easy and difficult both in one distribution of scores is limited. Difficulty level tests that are ideal for improving the reliability coefficient is a test that produces bell-shaped distribution of scores or normal curve.
4. 0bjektivitas (objektvityf). Objectivity of a test aiming to score the same ability level (which is owned by the students with each other) obtained similar results in test-taking. In other words, if there are students who coined the same ability with other students' ability level, then certainly will get the same test results when working on the same tests.
2. Distribution of scores (a spread of scores). The coefficient of reliability is directly affected by the spread of scores in the group tercoba. Because the reliability coefficient greater generated when individuals remain at relatively the same position in one group from one test to pengujani others, it means the difference that made possible the change of position in the group also contributed to increase the reliability coefficient.
3. Difficulty level tests (difficuly of tests). Normal reference test (normreferenced test) is the easiest / most difficult for members of groups that worked, tended to produce a low test score reliability. This caused the test results are easy and difficult both in one distribution of scores is limited. Difficulty level tests that are ideal for improving the reliability coefficient is a test that produces bell-shaped distribution of scores or normal curve.
4. 0bjektivitas (objektvityf). Objectivity of a test aiming to score the same ability level (which is owned by the students with each other) obtained similar results in test-taking. In other words, if there are students who coined the same ability with other students' ability level, then certainly will get the same test results when working on the same tests.
c. Practicality
Practicality can be interpreted as an easiness that exist on both evaluation instruments in the preparation, use, interpret / obtain the results, as well as ease in the store.
Factors that affect the practicality of evaluation instruments include;
1. Ease of administering. If insrtumen evaluation administered by teachers or others with limited capability, ease of administration is an important quality required in the evaluation instrument. To provide convenience pengadministraian evaluation instrument can be done by providing a simple and clear instructions.
2. The time available to carry out the evaluation. Practicality is influenced also by factors of time provided for melacarkan evaluation. The time between 20-60 minutes disedikan to launch an evaluation is sufficient time to provide practicality.
3. Ease menskor. Traditionally, boring and disturbing aspects in the conduct of the evaluation is scoring. To provide convenience perskoran required the development of improvements to the show and make it easier perskoran perskoran key, the separation of the answer sheet booklet, and scoring machine menggukanan.
4. Ease interprasi and applications. In the final analysis, the evaluation of the success or failure is determined by the use of evaluation results. If the evaluation results appropriately interpreted and applied effectively, the evaluation results will support the educational decisions more precise. The easier interprrestasi and application of evaluation results, further improve the practicality of the evaluation.
5. Avaliable equivalent forms of evaluation instruments, or comparable. For various educational purposes, equivalent forms of a similar test is often required. Forms the equivalent of a behavioral aspects through ynag test items similar in content, tinggkat difficulties, and other characteristics.
B. Evaluation of Learning Outcomes
1. Function and Purpose of Evaluation of Learning Outcomes
From the definition of evaluation we can know that the evaluation of learning outcomes is a process for determining the value of student learning through assessment and measurement of learning outcomes. Based on the understanding of the evaluation results of our study may suggests its main purpose is to determine the level of keberhasilanyang achieved by students after attending an activity of learning, where success rates are then marked with a scale value in the form of letters or words or symbols.
The results of the activities evluasi learning outcomes in the end enabled and shown for the following purposes,
a. For diagnostics and development. What is meant by the results of activities for the diagnostic evaluation and development is the use of the results of evaluation of learning results as the basis pendiagnosisan weakness and excellence of students along with their causes.
b. For selection. The results of the evaluation results of learning activities are often used as a basis for determining the students are best suited for this type of position or type of education.
c. To increase the class. Determine whether a student can be raised to a higher class or not, require information that can support the decision made teachers.
d. For placement. So that students can develop in accordance with the level of ability and potential they have, it is necessary to consider the accuracy of placement of students in the appropriate group.
2. Objective Evaluation of Learning Outcomes
As a form of activity to determine the level of student success in achieving the goals set, then the evaluation of learning outcomes has a target of domains contained in the destination. Destination realm can be divided into three namely; kongnitif realm, the realm of effective and psychomotor domains.
Destination realm kongnitif with memory or recognition of knowledge for knowledge and information, and pengembanagan intellectual skills. Taxonomy or classification purposes konginitif realm, mengemuakan there are 6 classes / levels namely;
1. Knowledge, is the lowest form of recognition kongnitif destination realm and recall of factual knowledge, terminology, and principles in the form of such learning.
2. Understanding, is the next level of the objectives of the cognitive ability to understand about inipelajaran studied without the need to connect to the content of other subjects.
3. The use / implementation. Is the ability to use generalizations or other appropriate abstractions in concrete situations and new situations.
4. Analysis, is the ability of the content gets menjabartkan-sections become essential elements. For analysis, students are asked to analyze a complex situation or relationship, or basic concepts.
5. Sintensis, is the ability to combine basic elements into a new structure.
6. Evaluation, is the ability to assess the content for a particular purpose or specific purpose. In the evaluation of students were asked to apply the knowledge da are already able to judge a case.
Purposes related to the affective domain of hieraki attention, attitude, respect, values, feelings, and emotions. Affective domain of the following purposes;
1. Accept, the lowest level objectives in the form of attention to the affective domain of passive stimulation increased more actively
2. Responding, an opportunity to menggapi stimulant and committed and actively consider
3. Assess, is the ability to assess symptoms or activities so deliberately respond further to find out how to take part for what happened
4. Organize, is the ability to establish a value system for themselves based on values of trust
5. Characterization, is the ability to conceptualize each value at the time of responding, by identifying the characteristic value or make a consideration.
Psychomotor domain objectives associated with motor skills, manipulation of objects / activities that requires coordination of neural & coordination body, is as follows:
1. Body movements are striking, is the ability of the body movements that emphasize the strength, speed, and accuracy of a striking body
2. The accuracy of the coordinated motion, a skill associated with the sequence / pattern of coordinated movements, usually associated with movement of the eyes, ears, and body
3. Non-verbal communication devices, is the ability to hold a communication without words
4. The ability to speak, an ability associated with verbal communication
Three aspects of education goals that were targeted evaluations, must be spelled out first into his own instructional goals terjabar became General Instructional Objectives (TIU) and Destination Specific Instrusional (ICT). To evaluate a particular note is the domains contained in the formulation of ICT. Domains contained in the ICT is then measured and assessed to obtain the conclusion of the evaluation, which is a value.
Practicality can be interpreted as an easiness that exist on both evaluation instruments in the preparation, use, interpret / obtain the results, as well as ease in the store.
Factors that affect the practicality of evaluation instruments include;
1. Ease of administering. If insrtumen evaluation administered by teachers or others with limited capability, ease of administration is an important quality required in the evaluation instrument. To provide convenience pengadministraian evaluation instrument can be done by providing a simple and clear instructions.
2. The time available to carry out the evaluation. Practicality is influenced also by factors of time provided for melacarkan evaluation. The time between 20-60 minutes disedikan to launch an evaluation is sufficient time to provide practicality.
3. Ease menskor. Traditionally, boring and disturbing aspects in the conduct of the evaluation is scoring. To provide convenience perskoran required the development of improvements to the show and make it easier perskoran perskoran key, the separation of the answer sheet booklet, and scoring machine menggukanan.
4. Ease interprasi and applications. In the final analysis, the evaluation of the success or failure is determined by the use of evaluation results. If the evaluation results appropriately interpreted and applied effectively, the evaluation results will support the educational decisions more precise. The easier interprrestasi and application of evaluation results, further improve the practicality of the evaluation.
5. Avaliable equivalent forms of evaluation instruments, or comparable. For various educational purposes, equivalent forms of a similar test is often required. Forms the equivalent of a behavioral aspects through ynag test items similar in content, tinggkat difficulties, and other characteristics.
B. Evaluation of Learning Outcomes
1. Function and Purpose of Evaluation of Learning Outcomes
From the definition of evaluation we can know that the evaluation of learning outcomes is a process for determining the value of student learning through assessment and measurement of learning outcomes. Based on the understanding of the evaluation results of our study may suggests its main purpose is to determine the level of keberhasilanyang achieved by students after attending an activity of learning, where success rates are then marked with a scale value in the form of letters or words or symbols.
The results of the activities evluasi learning outcomes in the end enabled and shown for the following purposes,
a. For diagnostics and development. What is meant by the results of activities for the diagnostic evaluation and development is the use of the results of evaluation of learning results as the basis pendiagnosisan weakness and excellence of students along with their causes.
b. For selection. The results of the evaluation results of learning activities are often used as a basis for determining the students are best suited for this type of position or type of education.
c. To increase the class. Determine whether a student can be raised to a higher class or not, require information that can support the decision made teachers.
d. For placement. So that students can develop in accordance with the level of ability and potential they have, it is necessary to consider the accuracy of placement of students in the appropriate group.
2. Objective Evaluation of Learning Outcomes
As a form of activity to determine the level of student success in achieving the goals set, then the evaluation of learning outcomes has a target of domains contained in the destination. Destination realm can be divided into three namely; kongnitif realm, the realm of effective and psychomotor domains.
Destination realm kongnitif with memory or recognition of knowledge for knowledge and information, and pengembanagan intellectual skills. Taxonomy or classification purposes konginitif realm, mengemuakan there are 6 classes / levels namely;
1. Knowledge, is the lowest form of recognition kongnitif destination realm and recall of factual knowledge, terminology, and principles in the form of such learning.
2. Understanding, is the next level of the objectives of the cognitive ability to understand about inipelajaran studied without the need to connect to the content of other subjects.
3. The use / implementation. Is the ability to use generalizations or other appropriate abstractions in concrete situations and new situations.
4. Analysis, is the ability of the content gets menjabartkan-sections become essential elements. For analysis, students are asked to analyze a complex situation or relationship, or basic concepts.
5. Sintensis, is the ability to combine basic elements into a new structure.
6. Evaluation, is the ability to assess the content for a particular purpose or specific purpose. In the evaluation of students were asked to apply the knowledge da are already able to judge a case.
Purposes related to the affective domain of hieraki attention, attitude, respect, values, feelings, and emotions. Affective domain of the following purposes;
1. Accept, the lowest level objectives in the form of attention to the affective domain of passive stimulation increased more actively
2. Responding, an opportunity to menggapi stimulant and committed and actively consider
3. Assess, is the ability to assess symptoms or activities so deliberately respond further to find out how to take part for what happened
4. Organize, is the ability to establish a value system for themselves based on values of trust
5. Characterization, is the ability to conceptualize each value at the time of responding, by identifying the characteristic value or make a consideration.
Psychomotor domain objectives associated with motor skills, manipulation of objects / activities that requires coordination of neural & coordination body, is as follows:
1. Body movements are striking, is the ability of the body movements that emphasize the strength, speed, and accuracy of a striking body
2. The accuracy of the coordinated motion, a skill associated with the sequence / pattern of coordinated movements, usually associated with movement of the eyes, ears, and body
3. Non-verbal communication devices, is the ability to hold a communication without words
4. The ability to speak, an ability associated with verbal communication
Three aspects of education goals that were targeted evaluations, must be spelled out first into his own instructional goals terjabar became General Instructional Objectives (TIU) and Destination Specific Instrusional (ICT). To evaluate a particular note is the domains contained in the formulation of ICT. Domains contained in the ICT is then measured and assessed to obtain the conclusion of the evaluation, which is a value.
3. Learning Outcomes Evaluation Procedures
Based on the understanding of the evaluation study results can be concluded that the evaluation of learning results is a systematic process. In order for the process of evaluating learning outcomes can be administered or enforced by an appraiser, then there are several stages / steps of activities that need to be implemented, namely:
a. Preparation
At this preparation stage there are three activities to do the evaluators are:
1) Establish the necessary consideration and decision, which is an activity undertaken by an evaluator to describe the considerations and decisions will be made if the evaluation results
2) Describe the information you need, at this stage the evaluators will describe in detail all the information needed to achieve the goals / objectives of evaluation hasilbelajar
3) Establish the information already available which means the set of information already available on the sources of information used to avoid repetition of information gathering at a later stage.
b. Evaluation Instrument Compilation
To carry out evaluation of learning outcomes we require instruments / tools will we use to collect information / data we need depends on the techniques / methods of evaluation are used.
The procedures to be implemented to develop the assessment tool tests are as follows:
1) Determining the form of tests to be developed which measures undertaken in the evaluator to select & specify the form of tests to be compiled and used as needed. There are two tests form the objective tests and essay tests (subjective). Form of objective tests consist of:
- True False Test
- Multiple choice test
- Test match
- Test complete
2) Make the lattice points about the activities conducted evaluator to create a table containing the details of the content aspects and behavioral aspects of its balance / proportion of the desired
3) Write grains about evaluator that measures undertaken after making the lattice problem by considering the following things:
- The language used is simple and easy to understand
- Does not contain a double interpretations
- Hints about the need diberkan grain workmanship for every form of matter
- Based on the rules of the Indonesian language in writing about the test results of learning.
4) Reforming the matter, ie the last activity of the preparation of assessment tool that tests should be carried out by the evaluators in the form of beads about the grouping based on shape as well as complete instructions about the process.
The procedures that can be taken for non-test assessment tool are as follows:
a) Establish the form of non-test which will be implemented, namely the activities of evaluators to determine the form of non-test evaluation of learning outcomes to be implemented. Form of non-test evaluation study results include:
- Observation: The technique is performed by conducting careful observation and systematic recording.
- List of match: A list of statements in which respondents lived suitable sign (V) in place of pliers has been provided.
- Interview: The method used to obtain answers from the respondents by way of question and answer unilateral, because in the interview respondents were given no chance at all to ask questions.
b) Establish the evaluation aspects of the target learning outcomes to be assessed.
c) Write the non-test assessment tool required in accordance with aspects of the evaluation of learning outcomes objectives, namely obervasi sheet, a list of matches, and interview guides.
Similarly, the preparation procedure of evaluation measure learning outcomes, both of the gauges and tests of non-test gauges. The next stage of evaluation of learning outcomes is the implementation of the measurement.
c. Implementation Measurement
The implementation of measurements to test the technical and non-test is almost the same and measurement activities are not always implemented in the evaluation process. The procedure is as follows:
1. Preparation includes the implementation of the lighting if the lighting conditions are unfavorable will hinder the students in learning activities, the space is needed so that there is distance between the student and the level of outdoor noise will disturb the concentration of students.
2. Smooth measurement of the activity in the form of student evaluation
3. Organize and administer the booklet and answer sheet to facilitate scoring students.
d. Processing Assessment
Activity to process the data collected through assessment activities is called the processing activities and assessment procedures menskor, convert raw scores into standard scores and standard scores convert into value.
e. Interpretation of assessment results
Interpretation of assessment results can be distinguished into two, namely the interpretation of individually meaningful interpretation of the condition of students based on the acquisition assessment and has 3 types of interpretation of the individual:
Interpretation of the level of readiness, weaknesses and progress in learning at one school period.
As for which is a classical interpretation of the weaknesses, accomplishments, prbandingan, and composition classes.
f. Reporting and Using Evaluation Results
The final stage of the evaluation procedure is the preparation of the learning outcomes and the use of the intended learning outcome evaluation to provide feedback to all those involved in learning are directly or indirectly. The parties need to obtain a report on student learning outcomes are: students, teachers, other teachers, other school staff, parents and users of graduates. The principles should be followed in making the report are:
• includes full information of a general nature to the factual value (score).
• easy to understand its meaning and does not give the impression that too varies.
• easy to make, and
• can be used by concerned (Goon, 1991: 140)
In general we can indicate that the use of evaluation results to determine the increase of the classroom, remedial, repetition of material, the group, motivating, and report the results of learning.
C. Evaluation of Learning
Evaluation of learning is a process to determine the services, value or benefit of learning activities through the assessment and measurement. This discussion describes the functions and goals, objectives and evaluation procedures of learning.
1. Function and Purpose of Evaluation of Learning
The main purpose of the evaluation of learning is the amount of information or data about service, value or benefit of learning activities that enable and later in the show for learning development and accreditation.
a. Function and learning objectives for development
Implemented when the results of evaluation of learning activities are used as the basis for the development of learning. This means that the evaluation of learning are running a normative function.
b. Function and learning objectives for accreditation
Accreditation determined after an evaluation conducted prior to the private educational institutions. Thus the function and purpose of evaluation of learning outcomes for accreditation carried out if the results of evaluation of learning activities are used as the basis for accreditation of educational institutions.
2. Objective Evaluation of learning
Objective evaluation of aspects of learning are contained in the learning activities include teaching purposes, the dynamic element of learning, learning and curriculum implementation.
a. The purpose of learning is the evaluation of learning objectives that need to be considered, because all the elements / aspects of learning begins and the other always comes down to teaching purposes. Things that need to be evaluated on teaching objectives, and elements of teaching purposes.
b. Dynamic element of learning is a learning resource / instructional system components involved in learning activities. Learning resources are divided into two types: (i) the learning resources that are designed (by design) to provide targeted and ease of learning is formal, and (ii) learning resources for use (by utilization). Learning resources include messaging, people, materials, tools techniques, and background.
c. Objective evaluation of the implementation of other learning is learning which is defined as the interaction between the learning resources with students. The next target is the evaluation of learning curriculum that is a set of learning components described in writing on the printed material.
3. Learning Evaluation Procedure
Learning evaluation procedure consists of five stages, namely:
a. Preparation of design (design)
Contains the same things in the design of the study, which includes background, problems, objective evaluation, populations and samples, instruments and data sources, and technical data analysis.
b. Instrument Compilation
Step-by-step preparation of instruments:
i. Formulate goals to be achieved with instruments that will be compiled
ii. Creating a grid which initiated the details of variables and types of instruments that will be used
iii. Making beads learning evaluation instrument made under the grille
iv. Editing teaching evaluation instrument
ii. Creating a grid which initiated the details of variables and types of instruments that will be used
iii. Making beads learning evaluation instrument made under the grille
iv. Editing teaching evaluation instrument
c. Data collection
In data collection can be applied to various data collection techniques as follows:
1) The questionnaire that is a set of written questions given to someone to uncover the opinions, circumstances, the impression is present in person or outside himself.
2) Interviews ie, a data collection technique that requires a direct meeting between the evaluator with data sources.
3) Observation is a technique of collecting data through observing the activities undertaken by the evaluators of learning activities. The case study is based on the data collection techniques cases exist and documented. Data collection techniques are intended to obtain data about the state of deviating in a learning activity.
In data collection can be applied to various data collection techniques as follows:
1) The questionnaire that is a set of written questions given to someone to uncover the opinions, circumstances, the impression is present in person or outside himself.
2) Interviews ie, a data collection technique that requires a direct meeting between the evaluator with data sources.
3) Observation is a technique of collecting data through observing the activities undertaken by the evaluators of learning activities. The case study is based on the data collection techniques cases exist and documented. Data collection techniques are intended to obtain data about the state of deviating in a learning activity.
d. Data Analysis
Data collected subsequently processed and analyzed individually and in groups. When treated individually, the results point to someone / a situation. While processing and analyzing a group, the results pointed to a part or the whole data.
e. Report Preparation
In the learning evaluation report should contain the following points:
o Evaluation Objectives
o Problems
o Scope and methodology
o Implementation of evaluation of learning
o The evaluation of learning
o Problems
o Scope and methodology
o Implementation of evaluation of learning
o The evaluation of learning
Similarly, discussion of evaluation of learning, where we can mark evaluation of learning that can not be done by a teacher alone. Executing / evaluator of learning is a team consisting of several experts.
CLOSING
CLOSING
A. SUMMARY
Learning activities that include follow-reaction, between learner and learner-oriented learning objectives, ends with the evaluation. The evaluation consists of evaluation of learning activities and evaluation activities of the learning process. This shows that the evaluation is an integral part of learning activities / education.
Evaluation means the systematic process of setting the value of something, such as objects, processes, performance, activities, outcomes, goals or anything else, based on certain criteria through an assessment. Evaluation of learning is the process of determining the acquisition of learning outcomes based on specific criteria. Evaluation of learning is the process of determining the value of the learning process based on specific criteria. In determining the value of the person can perform the measurement, benchmarking, assessment, and then making judgments. Evaluation is continuous, from one stage to another stage for education or lifelong.
Evaluation in the educational process required to meet the terms of the form: (i) validity, (ii) reliability, and (iii) practicality. To obtain the validity, reliability, and practicality of the evaluation an evaluator is required to consider the factors involved in assessment activities.
The results of the evaluation study results serve to (i) diagnostic and development, (ii) selection, (iii) increase in ratings of learning, and (iv) placement of students. The objective evaluation of learning outcomes beroientasi on repairs or upgrades to the domains of cognitive, affective, and psychomotor students.
In studying the results of the evaluation, evaluators generally take the stages of preparation, preparation of measuring instruments, measurement execution, measurement processing, interpretation of measurement results, reporting the results of measurements, and use of evaluation results.
Evaluation of learning is a process of determining the value, service, or the benefits of learning activities based on specific criteria through measurement and assessment activities. Learning evaluation functions and goals, objectives, and specific procedures. In general, the function and purpose of evaluation of learning-oriented development and accreditation of learning. The target of evaluation of learning focused on learning objectives, learning management, and curriculum. Learning evaluation procedure generally consists of five stages of the stages of drafting, drafting instruments, data collection, data analysis, report preparation and evaluation of learning. In place of a professional teacher may act as evaluators of learning.
Learning activities that include follow-reaction, between learner and learner-oriented learning objectives, ends with the evaluation. The evaluation consists of evaluation of learning activities and evaluation activities of the learning process. This shows that the evaluation is an integral part of learning activities / education.
Evaluation means the systematic process of setting the value of something, such as objects, processes, performance, activities, outcomes, goals or anything else, based on certain criteria through an assessment. Evaluation of learning is the process of determining the acquisition of learning outcomes based on specific criteria. Evaluation of learning is the process of determining the value of the learning process based on specific criteria. In determining the value of the person can perform the measurement, benchmarking, assessment, and then making judgments. Evaluation is continuous, from one stage to another stage for education or lifelong.
Evaluation in the educational process required to meet the terms of the form: (i) validity, (ii) reliability, and (iii) practicality. To obtain the validity, reliability, and practicality of the evaluation an evaluator is required to consider the factors involved in assessment activities.
The results of the evaluation study results serve to (i) diagnostic and development, (ii) selection, (iii) increase in ratings of learning, and (iv) placement of students. The objective evaluation of learning outcomes beroientasi on repairs or upgrades to the domains of cognitive, affective, and psychomotor students.
In studying the results of the evaluation, evaluators generally take the stages of preparation, preparation of measuring instruments, measurement execution, measurement processing, interpretation of measurement results, reporting the results of measurements, and use of evaluation results.
Evaluation of learning is a process of determining the value, service, or the benefits of learning activities based on specific criteria through measurement and assessment activities. Learning evaluation functions and goals, objectives, and specific procedures. In general, the function and purpose of evaluation of learning-oriented development and accreditation of learning. The target of evaluation of learning focused on learning objectives, learning management, and curriculum. Learning evaluation procedure generally consists of five stages of the stages of drafting, drafting instruments, data collection, data analysis, report preparation and evaluation of learning. In place of a professional teacher may act as evaluators of learning.
