“Evaluation”

Supervisor : Siti Aisyah., S.Pd., M.Pd

Course : English For Specific Purpose

By

Group V :

Nurul Fitryani (1888203002)

Wahyuni (1888203004)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAROS MUSLIM UNIVERSITY

2021
Profil of Group

Nurul Fitryani
(1888203002)

Wahyuni
(1888203004)

i
 Foreword

Praise be to God Almighty for all his blessings and guidance so that this paper can
be compiled to completion. This paper was created to complement the assignment in the
English ForSpecifi Purpose subject which discusses "Evaluation". Thanks to those who
have helped complete this paper.

The formation of this paper is expected for readers to be able to add insight into
the definition of “Evaluation”. We realize that in the formation of this paper it is still far
from perfect, so we ask for input, criticism and suggestions for the sake of the perfection
of this paper, for that we apologize profusely.

Maros, 21st November 2021

Group V

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 TABLES OF CONTENTS

COVER
PROFIL OF GROUP .....................................................................................................i
FOREWORD .................................................................................................................ii
TABLE OF CONTENTS ...............................................................................................iii

CHAPTER I (Introduction)
A. Background ..................................................................................................1
B. Formulatio Problems .....................................................................................2
C. Purpose...........................................................................................................2

CHAPTER II ( Discussion)
1. Definition of evaluation .................................................................................3
2. Purpose of evaluation .....................................................................................4
3. Types of evaluation ........................................................................................6

CHAPTER III (Closing)

Conclusion .........................................................................................................11

REFRENCES

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 CHAPTER I

(Introduction)

A. Background

Learning is a process by which a person's environment is deliberately managed to

enable him to participate in certain behaviors under special conditions or produce
responses to certain situations. Or we can say learning is a teacher's effort to teach
students, from not knowing to knowing. Learning is a process of developing creative
thinking that can improve students' thinking skills, and can improve and construct and
explore new knowledge as an effort to improve mastery and good development of lecture
material. When the learning process is seen as a process of changing student behavior, the
role of assessment in the learning process becomes very important. Assessment in the
learning process is a process to collect, analyze and interpret information to determine the
level of achievement of learning objectives. As a very important part of a learning
process, assessment in the learning process should be designed and implemented by the
teacher.

Evaluation can be interpreted as a planned activity to determine the state of an

object by using an instrument and the results are compared with a benchmark to obtain a
conclusion. The main function of evaluation is to examine an object or situation to get the
right information as a basis for decision making.

By conducting an assessment when carrying out the learning process, the teacher
will be able to determine the level of success of the learning process and will obtain input
material to determine the next step. Thus, the effectiveness of a learning process is
largely determined by the role of assessment in the learning process itself. Furqon (1999)
states that assessment as one of the main components of the learning process must be
understood, planned and implemented in an effort to support the success of improving the
quality of the learning process. Given this, it is necessary to carry out an assessment in
the learning process continuously and continuously as a monitoring tool about the
effectiveness of the learning process and the ability of students to learn.

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 Assessment in the learning process is an important part of the learning process,
because it should be done by the teacher in order to obtain information on the progress of
student learning and information on the effectiveness of ongoing learning. Teachers who
only prioritize the assessment of results will not get accurate information about students
who really understand the material and students who do not understand. Students who
can correctly answer a problem, do not necessarily know how to get the answer.
Assessment in the learning process can function more to provide information about
students who have understood the material or who have not. This assessment is
continuous with the assessment of results, meaning that the results of the assessment in
the learning process will make a positive contribution to the assessment of results. Thus it
is necessary to strive for teachers to conduct assessments in the learning process in
addition to assessing learning outcomes.

B. Problem Formulation

1. What is the definition of evaluation?

2. What is Purpose of evaluation?

3. What is types of evaluation?

C. Purpose

1. To know the definition of evaluation

2. To know Purpose of evaluation

3. To know types of evaluation

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 CHAPTER II
(Discussion)
1. Definition of Material Evaluation

According to Tomlinson (1998) materials are considered anything which is used

to help language learning. Examples include but are not limited to: coursebooks,
workbooks, CDs, flashcards, and CD-ROMs. These materials need to be looked at within
a given context and a syllabus derived from a specific approach (McDonough and Shaw,
2003, pp. 4-14). According to Tomlinson (2008, pp. 3-4, 2010, p. 83), successful
materials development should be envisaged as learning materials and the principles to
follow need to show the central role that learners should play. While materials evaluation
is considered a procedure that involves examining learning materials to establish their
value, “materials development refers to anything which is done by writer, teachers or
learners to provide sources of language input” (Tomlinson, 1998, p.2).

Materials evaluation may be defined as a procedure or a systematic appraisal

measuring the potential value(s) of materials on learners in relation to their objectives
(Tomlinson 1998, 2003). In other words, materials evaluation means a principled process
of providing useful information about the targeted materials in order to select and/or
develop them in a reliable and valid approach. Material evaluations can be
impressionistic or empirical (Ellis 1997) and the impressionistic way of materials
evaluation has come under criticism for being unempirical or unscientific (Mukundan
2006). Moreover, the evaluation practices have not been examined critically to determine
the effectiveness and value in teaching-learning environments and this is likely the main
potential reason why the literature suggests that selected coursebooks have been more of
a hindrance than a benefit to teaching (Mukundan 2004, 2009). Material evaluation is a
dynamic process which is "fundamentally a subjective, rule-of-thumb activity" where "no
neat formula, grid, or system will ever provide a definitive yardstick" (Sheldon, 1988, p.
245). Sheldon argues that the criteria and the key questions central for setting up a
material evaluation scheme partly depends on "the swings of linguistic fashion" (p. 240).

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2. Purpose of Material Evaluation

Identifying the reasons for materials evaluation is necessary to achieve the main
purpose of evaluation. Cunningsworth (op. cit.), for example, identifies two reasons for
evaluation; the intention to adopt new coursebooks is one of the main reasons. To identify
the points of strengths and weaknesses is another reason for evaluation. Mukun (2004,
2009) argues that there are two purposes for evaluation; the first purpose is to select the
coursebook and the other purpose is to determine the effectiveness of the coursebooks
while they are used.

However, Tomlinson and Masuhara (2004) indicate that the ultimate purpose of
evaluation is for re-development of material. Identifying the potential strengths and
weaknesses of the materials for selection and/or development purposes is useful.
However, there is another important reason for materials evaluation. The reason is
possibly to identify the potential effectiveness of language theories which are embedded
in the materials for different purposes such as selecting the materials appropriately and/or
developing them effectively.

Language involves consideration of both theory and practice to be used

successfully by learners (Cook and Seidlhofer 1995). They maintain that language
teaching is a useful resource to understand the relation of knowledge about the language
to the activities which are involving the language. This framework, therefore, can well
provide researchers with some evidence of the effectiveness of language theories which
are embedded in the language materials. The effectiveness and usefulness of theories
depend on their effectiveness in practice in the classroom (Abd Samad, 2003). He
maintains that some theories have logical basis but limited to specific situations, whereas
other theories may be too abstract that they do not supply the teachers with enough
procedures for application in the classroom. Consequently, the strengths and weaknesses
of language theories can effectively be assessed on the basis of their theoretical strengths
and pedagogical strengths. The framework that involves a comprehensive list of
instruments for principled materials evaluation can effectively identify the potential
strengths and weaknesses of language theories. One of the functions of principled

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materials evaluation, can be to reveal the theories which are embedded in the materials.
"Theorists" can then reappraise their theories in the light of the findings.

In the context of implementing education, evaluation has several objectives,

including the following:
1) To find out the progress of student learning after participating in learning activities
within a certain period of time. This means by evaluating the teacher can find out the
progress of changes in student behavior as a result of the learning and teaching process
that involves himself as a supervisor and assistant for the student's learning activities.
2) To determine the level of effort made by students in learning. This means that with the
evaluation, the teacher will be able to know the description of the student's level of effort.
Good results generally indicate an efficient level of business, while poor results are a
reflection of inefficient business.
3) To find out the position of students in the group. Thus, the results of the evaluation can
be used as a determining tool by the teacher, whether the student is in the fast, medium,
or slow category in terms of the quality of his learning abilities.
4) To determine the level of usability and effectiveness of teaching methods that have
been used by teachers in the teaching and learning process (PBM). With the evaluation,
the teacher can judge for himself whether the methods used in teaching are effective for
students or not.
5) To obtain input or feedback for teachers and students in order to improve.

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3. Types of Material Evaluation

There are two types of material evaluation, namely:

a) Predictive Evaluation, a predictive evaluation designed to make a decision regarding

what materials to use, and a retrospective evaluation designed to examine materials to
use.
b) Retrospective Evaluation, a retrospective evaluation designed to examine materials that
have actually been used. Retrospective evaluations can be impressionistic or empirical. It
is suggested that one way in which teachers can conduct empirical evaluations is by in
vestigating specific teaching tasks.

There are possibly three categories of evaluation that applied linguists subscribe
to them: pre-use evaluation, whilst (in)-use evaluation and post-use evaluation
(Cunningsworth 1995; Ellis 1995, 1997; Tomlinson 1998, 1999, 2003; McGrath 2002;
Mukundan 2004, 2009; and Tomlinson and Masuhara 2004):

1. Pre-Use Evaluation

It involves making predictions about the potential value of materials on people

who use them (Tomlinson 1998, 2003). He indicates that this type of evaluation is often
impressionistic, subjective and unreliable since a teacher scans a book quickly to gain an
impression about its value. This type of evaluation is very important, particularly, in the
process of materials selection. For instance, McGrath (2002, p. 14) has emphasised the
relationship between pre-emphasis in much that has been written on materials evaluation
is therefore rightly on what we might call pre-use evaluation in relation potential
suitability. In a similar vein, Ellis (1997) and Mukundan (2009) indicate that predictive
evaluation is carried out to determine if the materials are adequate for use (i.e. for
selection purposes). In other words, this type of evaluation may be impressionistic if it is
conducted on the existing materials but it may be effective and useful predictive
evaluation if it is conducted for selection purposes. The related literature reveals that the
attention more or less exclusively focuses on this category (Ellis 1997).

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2. Whilst (In)-Use Evaluation

It measures the value of the materials whilst observing or using them. It is more
reliable than pre-use evaluation since it makes use of measurement rather than prediction
(Tomlinson 1998, 2003). Tomlinson maintains that it observes the performance of
learners on exercises, however; it cannot measure durable and effective learning because
of the delayed effect of instruction. Whilst use evaluation and retrospective evaluation are
likely to have similar purposes (i.e. measuring the effect of the materials or determining
the effectiveness of the existing materials whilst using them). Mukundan (2009), for
example, indicates that retrospective evaluation is the re-evaluation of materials while
they are in-use to decide if the materials work. This category has special significance
since it provides applied linguists/teachers with information that help them to using the
materials again, which activities work and which do not, and how to modify the materials
to make them more effective for future , p. 37).

3. Post-Use Evaluation

It is the most important and valuable type of evaluation because it can measure
the actual effects of the materials on the users and provide reliable information
(Tomlinson 1998, 2003). Tomlinson maintains that it can measure short term effects such
as motivation, impact achievability and instant learning. It can also measure long term
effects such as durable learning and application. This category may be the most useful
evaluation since it is conducted after the participants have had reasonable time using the
materials. The users of the materials can then give clear and useful opinions and
suggestions about the evaluated materials. This type of evaluation provides applied
linguists with valid and reliable information that help them to develop the target
materials. Moreover, this type of evaluation is helpful and useful for identifying the
points of strength and weakness that emerge over a period of using the coursebooks
(Cunningsworth, 1995).

The findings of both whilst (in)-use and post-use evaluations will shed light on the
suitability of the materials and the suitability of the criteria which have been used to
select them (McGrath, 2002). The success or failure of the coursebook can only be

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determined meaningfully during and after its use in the classroom (Sheldon 1988). In a
positive manner (outcome or impact evaluation). The choices should bemade based upon
local needs, resources, and requirements.Regardless of the kind of evaluation, all
evaluations use data collectedin a systematic manner. These data may be quantitative
such as counts of program participants, amounts of counseling or other services received,
or incidence of a specific behavior. They also may be qualitative such asdescriptions of
what transpired at a series of counseling sessions or an expert's best judgment of the age-
appropriateness of a skills training curriculum.Successful evaluations often blend
quantitative and qualitative data collection.The choice of which to use should be made
with an understanding that there isusually more than one way to answer any given
question.

Types of Evaluation Based on Objectives

1. Types of Evaluation based on objectives

a. Pre-Test and Post-Test

Pre-test activities are carried out by the teacher regularly at every time they will
start presenting new material. The aim is to identify the level of student knowledge about
the material to be presented. Such evaluations are brief and often do not require written
instruments.

The Post Test is the opposite of the Pre Test, which is an evaluation activity
carried out by the teacher at the end of each presentation of the material. The goal is to
know the level of student mastery of the material that has been taught. This evaluation is
also short and sufficient by using a simple instrument containing a very limited number
of items.

b. Prerequisite Evaluation

This type of evaluation is very similar to a pre-test. The goal is to identify

students' mastery of the old material that underlies the new material to be taught. An
example of evaluating the mastery of adding numbers before starting the number
multiplication lesson, because addition is a prerequisite or the basis for multiplication.

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c. Diagnostic Evaluation

Diagnostic evaluation is an evaluation aimed at examining the weaknesses of

students and their causal factors. This evaluation is carried out after completing the
presentation of a lesson unit with the aim of identifying certain parts that have not been
mastered by students. This type of evaluation instrument focuses on certain topics that are
considered to have made it difficult for students.

d. Formative Evaluation

Formative evaluation is an evaluation carried out to improve and enhance the

teaching and learning process. This type of evaluation can be seen as a "replay" which is
carried out at the end of each lesson unit or module presentation. The goal is to obtain
feedback similar to diagnostic evaluation, namely to diagnose (know the difficulties) of
student learning. The results of the diagnosis of learning difficulties are used as
consideration for remedial teaching engineering (improvement).

e. Summative evaluation

Summative evaluation is an evaluation conducted to determine the results and

progress of students' work. A variety of summative assessments can be considered as
“general tests” conducted to measure academic performance or student achievement at
the end of the period of implementation of the teaching program. This evaluation is
usually done at the end of each semester or the end of the school year. The results are
used as material for official reports on student academic performance and determining
whether or not students go up to a higher class.

f. National Final Examination (UAN)

The National Final Examination (UAN) which was formerly called EBTANAS
(National Final Stage Learning Evaluation) is in principle the same as summative
evaluation in the sense that it is a means of determining student status promotion.
However, the UAN, which has been in effect since 2002, is designed for students who
have occupied the highest grade at a certain level of education, such as SD/MI,
SLTP/MTs, and secondary schools, namely SMA/MA and so on.

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2. Types of Evaluation Based on Targets.
a. Context Evaluation : Evaluation aimed at measuring the context of the program, both
regarding the rationale of the objectives, the background of the program, as well as the
needs that arise in planning
b. Input Evaluation : Evaluation is directed to find out inputs, both resources and
strategies used to achieve goals.
c. Process Evaluation : The evaluation is aimed at looking at the implementation process,
both regarding the smoothness of the process, conformity with the plan, supporting
factors and obstacles that arise in the implementation process, and the like.
d. Evaluation of Results or Products : Evaluation is directed to see the results of the
program achieved as a basis for determining the final decision, improved, modified,
improved or discontinued.
e. Outcom Or Graduate Evaluation : The evaluation is directed to see further student
learning outcomes, namely the evaluation of graduates after entering the community.

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 CHAPTER III
(Closing)
A. Conclusion
Based on the explanation and discussion on learning evaluation above, it can be
concluded that several essential studies and discussions from this chapter are as follows:
1). In the context of assessment there are several terms used, namely measurement,
assessment and evaluation
2). Evaluation is one of the main activities that must be carried out by a teacher in
learning activities. With the assessment, the teacher will know the development of
learning outcomes, intelligence, special talents, interests, social relationships, attitudes
and personality of students or students.
Evaluation has several objectives, including (a) to determine student learning
progress after participating in learning activities within a certain period of time, (b) to
determine the level of effort made by students in learning (c) to determine the position of
students in the group, and (d) To determine the level of usability and effectiveness of
teaching methods that have been used by teachers in the teaching and learning process
(PBM). (e) As a consideration for future development which includes curriculum
development, methods and tools for the teaching and learning process.

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Refrences

https://id.scribd.com/doc/31710975/Material-Evaluation

https://tutystarlet.wordpress.com/2012/02/07/evaluasi-pembelajaran/

Wahyuni: Irfan, S. A. R. I., Serkan, U. L. G. U., & Suleyman, U. N. A. L. (2014). Materials

evaluation and development: syllabus, setting and learner needs. International Journal of
Teaching and Education, 2(2), 60.

Wahyuni: Alkhaldi, A. A. (2010). Developing a principled framework for materials evaluation:

Some considerations. Advances in Language and Literary Studies, 1(2), 281-298.

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