Design Evaluation

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CHAPTER. I

INTRODUCTION

A. Background

Law number 20 national education system of 2003 article 11 paragraph 1 of mandates to the Indonesia government and local authorities to ensure the implementation of quality education (quality) for every citizen. The realization of quality education requires a continuous effort to always improve the quality of education. Efforts to improve the quality of education requires improving the quality of learning (instructional quality) because the estuary of the various educational programs is the implementation of a quality learning program. Therefore, efforts to improve the quality of education will not be achieved without improving the quality of learning.

In human resource management, there are several basic functions, and the evaluation function is one of them, in addition to planning, organizing and execution. Evaluation of the program as one of the human resource development strategy requires the evaluation function to determine the effectiveness of the program. In general, people assume that the evaluation of the program was held at the end of execution. Thus is assumption is not appropriate, because the evaluation is one link in the system, which when viewed from the time of implementation of assessment activities can be the beginning of the planning process, in the middle of the implementation process, and at the end of the administration. Assessment carried out in the planning process called the analyst needs (needs assessment) are trying to collect information on the capabilities, skills and expertise that will be developed in the process, participant characteristics, material quality views of the relevance and renewal, competence of trainers / instructors / teachers, where along with the required infrastructure, accommodation and meals for program activities. Assessments conducted during the monitoring process called that aims to collect information neighbor extent to which the program has been developed to be implemented properly. In this monitoring activity sought to assess the quality of the training process, both from the aspect of performance, instructors, classroom climate, attitudes and motivation to learn or practice for the participants. While the post-program assessment aims to determine the change in the performance of the participants after returning to the place his / learning respectively.

Improving the quality of learning requires improving the quality of learning programs because of the nature of the overall quality of teaching is a quality of implementation of learning programs that have been designed before. Efforts to improve the quality of learning programs requires information on evaluation of the quality of previous learning programs. Thus, in order to reform education program which includes learning program evaluations have programs that are currently running or have previously done well. To be able to formulate a better program, the results of the previous evaluation is a reference that can not be abandoned.

CHAPTER. II

DISCUSSION

B. Basic Concepts Evaluation

There are three terms that are often used in the evaluation, the test, measurement and assessment (test, measurement, assessment).

Test is one way to assess the magnitude of one's ability is not a direct, through an individual's response to the stimulus or questions. (Djemari Mardapi, 2008: 67).

1.    Test is one of the tools to do the measurement, which is a tool for gathering information characteristics of an object. These objects form peseta Traffic students, attitudes, interests, and motivations. Response test participants to describe the ability of a number of questions in a particular field. Test is the narrowest part of the evaluation. Measurement (measurement) can be defined as the process by roomates information about the attribute or characteristic of thing are determined and differentiated. (Oriondo, Oriondo, LL & Antonio, EMD, 1998: 2)

2.    Guilford defines measurement by "assigning numbers to, or quantifying, Things According to a set of rules." (Griffin, P. & Nix, 1991.: 3)

3.    The measurement is expressed as a process of determining the number of individuals or characteristics according to certain rules. (Ebel, R.L. & Frisbie, D.A.1986: 14)

4.    Allen & Yen defines measurement as imposing figure in a systematic way to express individual circumstances. (Djemari Mardapi, 2000: 1)

5.    Thus, the essence of the measurement is the quantification or determination of the number of individual characteristics or circumstances in accordance with certain rules. Individual circumstances can be cognitive, affective and psychomotor. Measurements have a broader concept of the test, such as observation, rating scales or other means to obtain quantitative information in the form.

Assessment (assessment) has a different meaning to the evaluation.

1.      Popham, (Popham, WJ 1995. Allyn and Bacon, LL & Antonio, EM. 1998: 3) defines assessment in the context of education as a formal attempt to determine the status of students with respect to various educational purposes. Boyer & Ewel, defining as assessment process that provides information about individual students, the curriculum or program, the institution or everything related to institutions system ("process that provide information about individual students, about curriculum or programs, about institutions, or about entire systems of institutions. (Stark, JS & Thomas, A., Simon & Schuster, 1994: 46).

2.      Based on the above it can be concluded that the assessment or assessment can be defined as the activity of interpreting the data presented.

Evaluation has a different meaning to the assessment, measurement and test:

1.      According to Stufflebeam and Shinkfied states that: Evaluation is the process of delineating, obtaining, and providing descriptive and judgmental information about the worth and merit of some object's goals, design, implementation, and impact in order to guided decision making, serve needs for accountability, and promote understanding of the phenomena involved (Stark, JS & Thomas, A., Simon & Schuster 1994: 159).

2.      National Study Committee on Evaluation (National Study Committee on Evaluation) from UCLA, stated that: Evaluation is the process of ascertaining the decision of concern, selecting appropriate information, and collecting and analyzing information in order to report summary data useful to decision makers in selecting among alternatives. Which means that: Evaluation that is a process or activity, election, collection, analysis and presentation of information appropriate to determine the extent to which the program objectives, procedures, product, or strategy that has been achieved, making it useful for decision making and to determine some alternative decision to the next program. According to the formulation of the above, the core of the evaluation is a systematic and sustainable process to collect, describe, interpret and present the information to be used as a basis to make decisions or to develop policy.

3.      The purpose of evaluation is to obtain an accurate and objective information about a program. Such information may include the implementation of the program, the impact of the results achieved, efficiency and utilization of evaluation focused on the program itself, which is to make a decision: whether continued, amended or terminated. It is also used for the purpose of preparation of the next program and policy development related to the program.

C. This type of evaluation based on purpose, distinguished by:

1.      Evaluation of diagnostic
Evaluation of the diagnostic evaluation is intended to assess students' weaknesses and its contributing factors.

2.      Evaluation of selective

Selective evaluation is an evaluation that is used to select the most appropriate students in accordance with the criteria specified activity program.

3.      Evaluation of placement

Placement evaluation is an evaluation that is used to place students in certain educational programs in accordance with the characteristics of student.

4.      Formative Evaluation

Formative evaluation is evaluation carried out to improve and enhance the teaching and learning process.

5.      Summative Evaluation

Summative evaluation is conducted to determine the evaluation and advancement of student learning outcomes.

D. This type of evaluation by target, divided into:

1.      Evaluation of context

The evaluation is intended to measure the context of good programs on rational purpose, background programs, and the needs that arise in the planning.

2.      Evaluation of input

The evaluation aimed to determine the input, both in terms of resources and the strategies used to achieve the goal.

3.      Evaluation of process

Evaluate which aimed to look at the process of implementation, both the audit process, compliance with the plan, supporting factors and obstacles that arise in the implementation process, and the like.

4.      Evaluation of the outcome or product

The evaluation aimed to look at the results achieved by the program as a basis for determining the final decision (to be repaired or modified, enhanced, or terminated).

5.      Evaluation of outcomes or graduate

The evaluation aimed to see more student learning outcomes, ie the evaluation of graduates after plunging into the community.

E. Models of training evaluation (training evaluation model)

There are many evaluation model developed by experts to be used in evaluating the program. Such are:

1.      CIPP Model (Stufflebeam's Daniel)

The concept of the model evaluation CIPP (Context, Input, Process and Product) was introduced by Daniel Stufflebeam in 1965. In the education sector education system classifies Stufflebeam on 4 dimensions, namely Context, Input, Process and Product or shortened to CIPP. Nana Sudjana & Ibrahim (2004: 246) translate each of these dimensions with the following meanings:

a.       Context:

Situation or background influence the type of educational objectives and strategies that will be developed in the system in question, such as the perceived problems of education, the state of the economy, a view of life.

b.      Input:

Facilities / capital / materials and set strategic plans to achieve educational goals

c.       Process:

Implementation strategies and the use of facilities / capital / materials in the concrete activities on the ground.

d.      Product:

Results achieved both during and at the end of the development of the education system is concerned.

2.      Brinkerhoff Evaluation Model

Brinkerhoff divides composition as follows:

a.       Fixed vs. Emergent Design Evaluation

The design is fixed (fixed) set of systematic and planned before implementation is done. The design was developed based on program objectives with a set of questions that will be answered with the information that will be obtained from certain sources.

b.      Formative Evaluation vs Summative Evaluation

Formative evaluation is used to obtain information that can help improve the program. Formative evaluations conducted during the implementation of the program is running. The focus of the evaluation revolves around the needs of the employee or the formulated by now. While summative evaluation conducted to assess the merits of a particular program will be continued or terminated. In summative evaluation focused on the variables that are considered important to the sponsor program and the decision makers.

c.       Experimental and Quasi-Experimental Design vs Natural / Unotrusive

Some evaluation using classical methodology. In this case study subjects randomized, the treatment given and the measurement of the impact made. The purpose of this study to assess the benefits of a program is tested.

3.      Kirkpatrick evaluation model

According to Kirkpatrick model are:

a.       Evaluating Reaction

This evaluation focuses on participants' reactions meaningful measure participant satisfaction (costumer of satisfaction) in other words, the program is considered effective if the process tasted pleasing and satisfying program participants, thus nominally interested in learning motivated and well trained.

b.      Evaluation of Learn

According to Kirkpatrick (1988: 20) learning can be devined as the extend to roomates participans change attitudes, improving knowledge, and / or increase of skills as a result of attending the program. Participants said to have learned if he had experienced a change in attitude, improvement of knowledge and skills enhancement.

c.       Evaluating Behavior

This evaluation focused on the changes in attitudes that occur when activities are conducted so that more is internal, weather behavioral changes focused on behavioral changes after participants return to the workplace.

d.      Evaluating Result

This evaluation focused on the end result (result) happens because of participants have attended the program in other words is the evaluation of program impact.

F. Design Evaluation

Definition of the evaluation design and procedures is a condition created by the evaluator to collect data. Most educators when they hear the term "evaluation" will be directed towards a common research designs such as the design of pre-test and post-test design. Though the term evaluation should be interpreted in a larger context.

Educational evaluators usually basing their work on evidence, rather than mere intuition. The evidence used in the evaluations vary widely, for example: student performance, test, observation of student behavior, etc..

The framework used evaluator was very diverse, but although the framework is very useful for the evaluators to make decisions, but still needed a design evaluation to help evaluators how making the right decision.

Before conducting the evaluation design it must be done that are the focus of evaluation if and how the evaluation will be conducted. When the evaluation is to be focused, then this means that processes and design begins. There are three elements in focusing namely: to bring knowledge and hope, to gather information and formulate a plan of evaluation.

Preparation of program evaluation design is the first step involves planning aspects. In the planning stages is described in outline other matters relating to the activities of the evaluation.

G. Evaluation Design Steps

Evaluation of the program is a service to help program managers to provide inputs for decisions about continuity program. Therefore, the evaluation of program implementers need to understand the ins and outs of the program in question, namely:

1.      Issued a policy decision on the implementation of a program.

2.      Principals appointed evaluator program (can be from the inside or the outside of the management program) to implement the program after conducting an evaluation for a certain period.

3.      Assessors conducting program assessment, collecting data, analyzing and compiling reports.

4.      Assessment program delivered his findings to program managers

In undertaking a systematic evaluation of the program generally menepuh 4 steps, it is appropriate that explained by Purwanto and Atwi Suparman (1999: 73) in preparing the strategy of evaluation reports, which include:

1.      Prepare design evaluation

In this step the evaluator started preparing everything to do ith the evaluation, determine the purpose of the evaluation began, the model to be used, the information will be searched as well as methods of data collection and analysis.

2.      Develop data collection instruments

Once the data collection methods of data is determined, the next step is to determine the form of instrument to be used and to whom the instrument was intended (respondents). Then after it was developed bouts of items in the instrument.

3.      Collecting data, analysis and Judgment

In this step the evaluator falls spaciousness to implement designs that have been created, ranging from collecting and analyzing data, interpret, and present in a form that is easy to understand and communicative. Data collection can be a population or sampling techniques. Based on the data collected and analyzed and then made judgments on basic criteria or standards that have been set previously. From the results of judgment then drafted recommendations to the steering committee and other interested parties with activities.

4.      Compiling the results of the evaluation report

Report prepared in accordance with the approved contract. The style and format of the submission of the report should be tailored to the recipient reports.

CLOSING

Judgment in evaluation activities not just at the end of the program, but it should be done from the beginning, from the preparation of the program design, program implementation and outcomes of the training program. Assessment results are not enough programs on short-term results (output) but can reach long-term results (outcomes and impact the program). There are various models of program evaluation. Which model to use depends on the destination and the ability of evaluators.

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