EVALUATION

SITI ARIFATUL BARIROH (190210401111)

FIQHI WULANDARI (190210401119)
VIANISA PUTRI RAHAYU (190210401097)
ALIVIA FITRI ARDIYANINGSIH
(190210401105)
WHAT IS EVALUATION?
The aim of this part of the curriculum design process is to decide how to check if the course
is successful and where it needs to be improved.

The most extensive type of evaluation looks at all aspects of curriculum design to see if the
course is as good as it can be. Evaluation requires looking both at the course results, the
planning and running of the course. Carrying out an evaluation is like conducting research.
Therefore, it is very important for the assessor to know clearly what questions are being
asked. That is, why the course is being evaluated.

By: Siti Arifatul Bariroh (190210401111)

Steps in an Evaluation
1. Find who the evaluation is for and what kind of information they need.
2. Find what the results of the evaluation will be used.
3. Decide if the evaluation is necessary or if the needed information is already available.
4. Find how much time and money are available to do the evaluation.
5. Decide what kinds of information will be gathered.
6. Try to gain the support of the people involved in the evaluation.
7. Decide how to gather the information and who will be involved in the gathering of
information.
8. Decide how to present the findings.
9 Decide if a follow-up evaluation is planned.

By: Siti Arifatul Bariroh (190210401111)

Purpose and Audience of the Evaluation
Most of the really important work in an evaluation is done before the data gathering begins.
As in experimental research, you cannot fix by statistics what has been spoilt in design.
The first critical step is to find out whom the evaluation is for and what kind of information
they value. There are several reasons why this step is very important. Firstly, it helps
determine the degree of confidentiality of the evaluation. Secondly, it helps determine what
kind of information should be gathered and what kind of information should not be gathered.
Thirdly, knowing who the evaluation is for is useful in determining whether the data to be
gathered will be provided willingly or reluctantly.

By: Siti Arifatul Bariroh (190210401111)

 The Type and Focus of the Evaluation

Evaluation has two types, which is formative and summative evaluation. A formative evaluation has the
purpose of forming or shaping the course to improve it. A summative evaluation has the purpose of making a
summary or judgment on the quality or adequacy of the course. The formative/summative distinction is
important when informing the people on whom the evaluation is focused about the purpose of the
evaluation, in helping the assessor decide what type of information is most useful to gather. Evaluations are
generally short-term and last only a few days. However, it is not uncommon for long-term evaluation to be
carried out most economically if it is planned as part of the curriculum design. Evaluation can focus on the
teaching and learning process and can focus on products or teaching and learning outcomes. Observation of
the learning process looks at how students are involved in their tasks, the quality of interactions, and the
quantity and quality of the language used. Observation of learning products looks at what was learned and
how much was learned. And what must also be considered is whether the evaluation will include cognitive,
affective, and resource factors.
By: fiqhi wulandari (190210401119)
Gaining Support for Evaluation

A properly conducted evaluation can be an empowering and motivating activity.

Generally, Evaluation looks for strengths and weaknesses. those involved in evaluations,
especially sources of information, need to feel that the evaluation is useful and not
“threaten” them personally. Not all evaluations are potentially threatening and may arise
from staff desire to improve their programs. In this case, it is necessary to convince other
staff of the value of the evaluation and that there will be valuable results for the time and
effort spent on the evaluation.

By: fiqhi wulandari (190210401119)

 Gathering the Information

Needs analysis tools and evaluation tools are somewhat similar to each other. The purposes for using
these tools are different and in the evaluation tools are used to collect a much broader range of data.
Interview : Interviews are usually conducted face-to-face, or by collecting data. Interviews can be
structured (the interviewer has a procedure and a series of questions to follow and generally keeps
them) or unstructured (the course of the interview depends on the wishes of the interviewer and the
interviewer and is largely unpredictable).

By: vianisa putri rahayu (1902104011097)

Self-report scales: Questionnaires are of many different types and so it is useful to distinguish those that involve open-ended
questions from those that are largely asking respondents to rate an aspect of the course on a predetermined scale. These can be
called “self-report scales”.
Example : 1 : very poor, 2 : poor, 3 : adequate, 4 : very good, 5 : excellent
Self-report scales are very efficient where (1) there is a need to survey a large number of people, (2) there is a large number of
pieces of information to gather.

There are several dangers of self-report scales:

1. They tend to result in average results if the responses are simply added and averaged.
2. Self-report scales involve pre-determined questions and types of answers. In reporting the results of the evaluation, this might be
expressed as “60 per cent of the people considered that the teaching on the course was very good”.

Observation and checklists: Most aspects of the course can be evaluated to some degree through observation and analysis. This
includes analyzing textbooks, observing learning in lessons, observing teaching, analyzing the scope of curriculum design
procedures, and observing student performance after coursework. Both types of observation are important. Unstructured
observation can pick up very important features and features that may not have been included in any checklist. Structured
observation with a checklist ensures that everything that is considered important is seen.

By: vianisa putri rahayu (1902104011097)

Formative Evaluation as a Part of a Course

The most important thing in evaluation is the involvement of curriculum

designers and teachers in evaluations in professional development.
Usually the evaluation is done on a course basis. However, if the
curriculum design is considered sustainable, then evaluation must be
built into a subject. And can be done in the following ways.

By: alivia fitri ardiyaningsih (1902104011105)

 The Results of an Evaluation

Evaluation Results After the evaluation has been carried out, the
results need to be presented. This presentation involves ethical issues,
especially confidentiality and consideration of the feelings of others.
Evaluation results can also threaten the reported individual, especially
if weaknesses are revealed. Evaluation results: Available for teachers
to handle department heads.

By: alivia fitri ardiyaningsih (1902104011105)

THANK YOU