HAL 1

Basic Principles of Educational Evaluation

A. Characteristics of Learning Objectives

The goal of the Indonesian people is the formation of Pancasila people for all their citizens. The
purpose of education has been aligned with these ideals. All educational institutions or
institutions must direct all activities in the school for achieving that goal. this is what is referred
to as the general purpose of education which is explicitly stated in the State Policy Guidelines.

The instructional objectives are specifically intended for the purpose of conducting education in
a school / educational institution. All educational goals in schools must be oriented towards the
general goals or educational goals that have been mentioned.

thus the purpose of national education has the function of being a frame of reference and is then
translated into instructional objectives.

quote the general goal formulation: "Development in the field of education is based on or
philosophy of the Pancasila state and is directed to form Pancasila development human beings
and to form healthy Indonesian people physically and spiritually possessing knowledge and
skills, can develop creativity and responsibility can foster democratic attitudes and full of
tolerance Can develop high intelligence and be accompanied by noble character, love his people
and love his fellow humans in accordance with the provisions in the 1945 Constitution.

Hal 2 dan 3

Activities that appear in the pattern of education security are based on this formula of national
education objectives. While the material needs to be filled from the results of empirical studies of
community expectations regarding the ability of knowledge and attitudes that must be possessed
by graduates.

Curricular objectives are goals that are formulated for each field of study. So,

1. Institutional goals are the goals of each institution or institution, and so on, each of which has
been designed in accordance with the expectations of its graduates.

2. Curricular Objectives are the objectives of each field of study. Even though the curricular
goals of the field of study and the institution will be different from one another, they will still
have a relationship.
3. Each objective, both institutional and curricular, is always a contribution to the achievement of
general goals, namely national education goals.

instructional objectives that describe the knowledge, abilities, skills and attitudes that must be
possessed by students as a result of teaching results expressed in the form of behavior that can be
observed and measured.

There are 2 types of instructional goals:

1. General instructional goals (TIU)

2. Specific instructional objectives (ICT)

In the current reform of the education system in Indonesia, every teacher is required to realize
the purpose of his teaching activities with a starting point for students' needs. Therefore, in
designing the learning system that he will do, the first step he takes is to make instructional
goals.

instructional objectives:

1. The teacher has direction for:

-choose subject matter

-choose the procedure (method) of teaching

2. students know the direction of learning

3. every teacher knows the limits of the task and the authority to teach a material so that the less
likely the emergence of a gap (gap) or overlapping (overlap) between teachers.

4. The teacher has a benchmark in conducting assessment of student learning progress

5. teachers as implementers and policy makers have criteria for evaluating the quality and
efficiency of teaching.

so it is clear that instructional objectives are goals that state something that can be done or
carried out by students after teaching. so before the existence of teaching students do not have
the ability to do or do it.
Steps taken in formulating specific instructional objectives:

a. create a number of TIU (General Instructional Purposes) for each subject / field of study
taught. TIU or often called Basic Competence is usually listed in the Teaching Program Outline
book. In formulating TIU, verbs are used that are still general in nature and cannot be measured
because changes in behavior still occur in humans (internal).

Hal 4 dan 5

b. Each TIU is translated into a number of ICTs whose formulation is clear, specific, observable,
measurable and shows behavioral changes.

Examples of formulations for TIU:

- Understanding the theory of evaluation

- Knowing the difference between scores and grades

- Understanding how to find validity

- Living the need for proper assessment

- Realizing the importance of attending lectures regularly

- Appreciating the honesty of students in taking tests

1. Final Behavior

Final Behavior is the expected behavior after a person experiences the learning process. Here
this behavior must manifest itself in an action that can be observed and measured.

2. Operational Words

a. Cognitive Domain : levels and corresponding action verbs

1) Knowledge

2) Comprehesion

3) Application
4) Analysis

5) Synthesis

6) Evaluation

b. Affective Domain : levels and corresponding action verbs

1) Receiving

2) Responding

3) Valuing

4) Organization

5) Characterization by value complex

C. Psychomotoric Domain

1) Muscular or motor skills

2) Manipulation of materials or object

3) Neuromuscular coordination

A demonstration condition is an ICT component that states a condition or situation that is

imposed on a student when he demonstrates the final behavior.

In the curriculum implementation guidelines explained that in teaching and learning

activities teachers are also required to pay attention to students' skills in terms of obtaining
results, namely obtaining skills about the process. This approach is called the Process Skills
Approach (PKP).

The skills in question include skills in terms of

a. Observe

b. Interpret (interpret the results of observations) observations

c. Forecast

d. Apply the concept

e. Planning research

f. Carry out research

g. Communicating the findings.

Specific instructional objectives must contain what students do in teaching and learning activities
(which skills), how to show the ability or results (behavior) acquisition.

Hal 6 dan 7

Shows the ability or results (behavior) and its acquisition. The general instructional objectives
contained in the formulation have been formulated to explain:

a. Material studied

b. Behavior expresses results

c. The process of achieving it

B. Definition of measurement, assessment, and evaluation

- Measuring is comparing something with a measure, measurement is quantitative

- Judging is making a decision about something with a good measure of bad, qualitative
assessment

- Evaluation includes the two steps above, namely measuring and assessing

1. Educational assessment

Although now the broad meaning, but at first the notion of educational evaluation is always
associated with student achievement. The first definition was developed by Ralph Tyler (1950)
that, evaluation is the process of collecting data to determine the extent, in what terms, and how
educational goals have been achieved. If not, which parts have not and why. A broader definition
was put forward by two other experts, namely Cronbach and Stufflebeam. An additional
definition is that the evaluation process is not just measuring the extent of the objectives
achieved, but is used to make decisions.

In the lessons that occur in school or especially in the classroom the teacher is the party most
responsible for the results. Thus, teachers should be equipped with evaluation as a science that
supports their work, namely evaluating student learning outcomes. In this case the teacher
suspects that students have mastered the knowledge learned by students under the guidance of
the teacher in accordance with the objectives formulated.
If the school is likened to a place to manage something and prospective students are likened to
raw materials, then graduates from the school can be equated with processed products that are
ready to use. In terms of innovation that uses technology, the place of management is called
transformation.

If depicted in diagram form, it will look as follows:

- Input

It is the raw material that is put into transformation

- Output

Output is the finished material produced by transformation in this case in the form of students
graduating from the school in question

- Transform

Transformation is a machine in charge of changing raw materials into finished materials, in this
case the meaning of transformation is school. The expected finished material, which in this case
is a graduate student, is determined by several factors as a result of the work of the elements.

The elements that function as determinants in school activities include:

a. Own students

b. Teachers and other personal

c. Teaching materials

d. Teaching methods and evaluation systems

e. Supporting facilities

f. Administration system

- Feedback

Feedback is all information both regarding output and transformation

Hal 8 dan 9

Therefore assessments in schools cover many aspects that are generally seen from
prospective students, graduates and the overall education process.
2. Purpose or function of assessment
By knowing the meaning of assessment in terms of various aspects of the
education system, then in other ways it can be said that the purpose or function of
assessment is as follows:
a. Assessment functions selectively
By conducting an assessment, the teacher has a way to hold a selection of
students. The assessment itself has various objectives, including:
1. To choose students who can be accepted in certain schools
2. To choose students who can move up the class
3. To choose students who must get a scholarship
4. To choose students who have the right to leave school
b. Assessment serves diagnostic
If the tools used in the assessment are sufficient to meet the requirements, then by
seeing the results, the teacher will know the weaknesses of students. In addition, it is also
known the cause of the weakness. So by holding an assessment, the teacher actually
conducts a diagnosis to students about their good and weaknesses. By knowing the causes
of these weaknesses, it will be easier to find ways to overcome them.

c. Assessment functions as a placement

To be able to determine with certainty in which group a student is placed, an
assessment is used.

d. Assessment serves as a measure of success

The fourth function of this assessment is intended to determine the extent to
which a program is successfully implemented

3. Characteristics of assessment in education

The characteristics of assessment in the world of education are as follows:

a. assessment is done indirectly
b. use of quantitative measures
c. use fixed units or units
d. relative
e. errors often occur
The source of error can be viewed from various factors, viz
1. Located on the measuring instrument
2. people who make assessments
3. children assessed
 4. the assessment situation takes place

Hal 10-11

A. Definition of evaluation

is meant by the subject of evaluation is the person who does the evaluation work.

example:

a. to carry out an evaluation of student learning achievement, then the subject of evaluation is
the teacher

b. to carry out attitude evaluations that use a scale then as a subject can ask the appointed
officer

c.to carry out an evaluation of personality which uses a standardized measuring instrument, the
subjects are psychologists.

Assessment or evaluation objectives include:

a. the input

aspects assessed at least include:

1) ability

2) personality

3) attitudes

4) intelligence

b. transformation

in the transformation that become the object of assessment include:

1) curriculum material

2) methods and methods of assessment

3) educational facilities / media

4) administrative systems

5) teachers and other personnel.

c. The output
 an assessment of graduates of a school is carried out to find out how far the level of
achievement / achievement of their learning while attending a certain level of education program
/ process. The tool used to measure achievement is called an achievement test or achievement
test.

Other meanings of evaluation can be seen "as an action taken by someone against an event
or event with the aim of providing value or meaning so that further processing can be carried
out".

Evaluation comes from the English "evaluation" which means "... refer to the act or process
to determine the value of things" ..

The word achievement comes from the Dutch language "prestatie", then in the Indonesian
language it becomes an achievement that means " business results "..

The word achievement is widely used in various fields, sports and education in particular and
among other activities in the arts.

main function of learning achievement is:

1. as an indicator of the quality and quantity of knowledge that students have mastered .

2. as a symbol of concentration of curiosity .

3. as information material in educational innovation .

4. internal and external indicators of an institution.

5. indicators of the absorption of students .

purpose of the evaluation is:

1. knowing the extent to which students master the material that has been given.

2. to find out to what extent the ability, tenacity, and ability of students of the subject matter.

3. to find out whether the level of progress of students is in accordance with the level of progress
according to the work program.

4. to find out the degree of efficiency and effectiveness of the teaching strategies that have been
used, both concerning teaching methods and techniques.
Hal 12-13

in the opinion of "Noll" the purpose of evaluation and measurement in the field of education can
be stated in two ways namely:

1. to help the child know the aspects contained in him.

2. to find out how far the child has succeeded in achieving educational goals, education, and still
how far the progress achieved by children when viewed from these objectives.

The evaluation function is:

1. to find out students' learning achievement

2. sociologically, it functions to find out whether students are capable enough to enter the
community.

3. dictatically-methodically, to place students in certain groups according to their abilities and

abilities.

4. to find out the status of the child among his friends, whether he is including smart, moderate
or less clever.

5. to determine the level of readiness of students in pursuing their education program.

6. to help teachers provide guidance and selection both in order to determine the type of
education, majors and grade.

7. Administratively, functions to provide reports on the progress of students to parents,

government officials, school principals, teachers and students themselves

B. Principles of Evaluation

As for the principles of evaluation, among others:

1. continuity

in this case the evaluation must be continuous should not be done incidentally, because education
itself is a process so that the assessment results obtained can be linked to the results in the
previous time.

2. Overall
in terms of evaluating we must take all the objects as evaluation material, for example if the
object of evaluation is a child, then what is evaluated is all aspects of the child's personality.

3. objectivity

in evaluating we must rule out negative feelings, desires, prejudices.

4. cooperative

each evaluation activity should be carried out jointly by all the teachers concerned.

As for aspects that are evaluated include the following matters:

- personal development of students

1. attitude

2. students' knowledge and understanding of teaching materials

3. the intelligence of students

4. physical / health development

5. skills

- education content

- education process

The characteristics of a good evaluation are as follows:

1. the evaluation must fulfill the evaluation principles

2. evaluation tools must be valid
3. evaluation tools must be reliable
4. evaluation tools must be discriminatory
5. evaluation tools must be practical

Hal 14-15

C. Forms and Evaluation Techniques

Generally there are 2 evaluation techniques used, namely: test and non-test. Test is a technique
or way in order to carry out evaluation activities in which there are various items or series of
tasks that must be done or answered by students.

Learning outcomes tests can be divided into two parts, namely:

-Teacher-made tests

Compiled by teachers who use tests, usually given for daily tests (formative), general tests
(summative), or for the final exam.

-Standardized tests

Standardized tests are tests that already have a high degree of validity and reliability based on
experiments on samples.

There are several things that must be considered in preparing a standardized test, including:

1. Aspects to be measured.

2. The drafting party.

3. The intended use of the test.

4. Samples.

5. Validity and reliability.

6. Administration.

7. How to score.

8. Key answer.

9. Score table.

10. Interpretation.

Types of tests

1. Written test

Consists of:

-test essay.

There are two forms of essay test:

a. limited description.

in answering this question the test must mention certain things as their limits.

b. unlimited description.
 in answering this question test are free to answer the question in their own way or
systematic.

There are three ways to correct the items in this test:

a. Whole method, which is a method of correcting the whole, but is done by number.

b. Separated method, namely the method per sheet separately.

c. Cross method, namely the method per cross.

Advantages of essay test

a. construct it relatively easily

b. we evaluate students' creativity, analyze and synthesize a problem

c. through essay tests data can be obtained about the personality of students

d. testi cannot guess

Hal 16-17

e. the degree of accuracy and correctness of the testi can be seen from the sentences

f. very suitable for measuring and evaluating the results of a complex learning process

The first step that needs to be done in an evaluation activity is to make a plan. This planning is
important because it also influences the next steps and even influences the effectiveness of the overall
evaluation.

Arrange Layout

Layout arrangement is intended so that the test material to be tested is truly representative of the
subject matter that has been given.

Layout is the arrangement and description of the distribution of items for various topics or units of
discussion regarding the following matters:

1. formulation of objectives

2. the scope of the subject matter and its comparison

3. form of tools / evaluation

 4. Degree of difficulty

5. the dimension to be measured

Test implementation and data collection

Implementation of the test means how to carry out a test that we have planned. Some aspects of
personality that need to be collected by students are:

1. General information, which includes information such as child's name, age, gender, address and
so on

2. Information about children's health

3. Information about learning outcomes

4. Information about children's talents

5. Adjustment issues

6. A description of interest

7. A description of the child's plans for the future provided that the teacher usually has to help the
child and the parents arrange according to the abilities of the child.

Data Processing

In statistical data processing is often used statistical analysis, if the data found in the form of
numbers; whereas if the data obtained in the form of words is not processed with statistics. However,
not all qualitative data can be converted into quantitative data so it is not possible to process statistics.

Data Interpretation

There are two types of data interpretation namely: group interpretation and individual
interpretation. Where the group interpretation is "interpretation carried out to find out the group based
on data from the evaluation of the teacher and subject matter provided. The main purpose is as
preparation for group interpretation. Individual interpretation is:" interpretation which is only directed
at the individual. The main purpose is to see the child's level of readiness, growth and will and the
difficulties they face.

Reports

All evaluation activities need to be reported to various interested parties including: parents of
students, the government, in this case the Ministry of Education and Culture itself.

Raw Score

Giving raw scores using formulas that depend on items with difficult, moderate and easy weights.
 a. how to give a raw score for an essay test

Hal 18-19

For example:

Max score for easy item is 6, for medium item is 7, and hard item is 10

b. How to give raw score for objective test

Using 2 steps: 1) without guessing formula (score = right answer)

2) with guessing formula

Mean

To calculate mean is divided the situation of data characteristics, what is if data being
groupped or not. If there’s 5 exam scores from 5 college students for Statistics, below: 70, 69,
45, 80, 56 so the symbol is written 𝑥1 = 70, 𝑥2 = 69, 𝑥3 = 45, 𝑥4 = 80, 𝑥5 = 56. From this
case n = 5 means sample = 5

Mean/calculate mean for data qualitative in the sample is calculated by dividing the
amount of data with many data. Mean symbols for sample is 𝑥̅ meanwhile mean with 𝜇 symbols
is a parameter to show mean itself

𝑥1 +𝑥2 +..+𝑥𝑛 ∑𝑛
𝑖=1 𝑥
Formula :𝑥̅ = atau 𝑥̅ =
𝑛 𝑛

∑𝑥
Or for simple formula 𝑥̅ = 𝑛

With ∑ 𝑥 shortly from ∑𝑛𝑖=1 𝑥 𝑥𝑖 means the amount of all value of x that available on
group. So, for 5 exam scores that written before, mean value is:

70 + 69 + 45 + 80 + 56
𝑥̅ = = 64
5
If five college students get 70, six college students get 69, three get 45 and each college
students get 80 and 56 so for better data is written below:

𝑥1 𝑓1
70 5
69 6
45 3
80 1
56 1 𝑥1 = exam score

𝑓1 = frequency of 𝑥1 that relate

Example: 𝑓1 = 5 for 𝑥1 = 70, 𝑓2 = 6 for 𝑥2 = 69 and many more

For data that shown before, so the mean formula is the amount of multiple result of
frequency and data value is divided by the amount of frequency

∑ 𝑓𝑖 𝑥𝑖
𝑥̅ =
∑ 𝑓𝑖

For that sample, is written helping table below:

From that table is got:

𝑥1 𝑓1 𝑥1 𝑓1
70 5 350 ∑ 𝑓𝑖 = 16 and ∑ 𝑓𝑖 𝑥𝑖 = 1035
69 6 414
45 3 135 ∑ 𝑓 𝑖 𝑥𝑖 1035
So, 𝑥̅ = ∑ 𝑓𝑖
atau 𝑥̅ = = 64,6
80 1 80 16
56 1 56
Total 16 1035
Mean value of Statistics exam for sixteen college students is 64,6