EVALUASI KURIKULUM
Every program, event or other planned activity always ends with an evaluation. Evaluation is designed to review the program whether the activity is in line with the plan or not. Judging by the assessment of adherence to the dictatorship, the things that were/will be dictated met the criteria that were fulfilled. Based on the results of the evaluation of the Dibildi Besutsang Kemidik program, whether the program will be convincing or revised/even complete.
The development of curricula cannot be separated from the element of assessment, because assessment is a very important component that cannot be ignored. In many ways, component assessment plays a very important role in supporting the success of curriculum design, as our actual curriculum is still theoretical and abstract plans. Through this assessment, we will be persuasive about the proper design of curricula in schools. Strengths, weaknesses and shortcomings will be known from the evaluation activity.
A Nature Assessment Curriculum
Evaluation is based on the process of determining the value of something based on certain criteria. There are several components to the appraisal process, namely the collection of data/information needed as a basis for determining the value of what is being appraised. Curriculum assessment plays an important role in the choice of education in the curriculum. The results have been evaluated. An outcome assessment curriculum can also be conducted by teachers, school principals and other education professionals to know student progress, have learning materials, have methods and ways of teaching education.
It is difficult to formulate an assessment curriculum strictly because an assessment curriculum always deals with changing phenomena, in addition, the object of the assessment program also changes in accordance with the applied curriculum concept.
According to Staffelbeam, there are three important points in the evaluation process: (a) the definition of a value, (b) the presence of a criterion, (c) the presence of a description of the program as a Talak object. [1]
These components are in what the curriculum can support, namely besangan. Judgment is a very important outcome of process evaluation. This consideration is expected to be accurate if the information received is also accurate. Therefore, the collection of information should be based on a predetermined review plan, the considerations adopted need not necessarily require action. For example, a school principal believes that the new curriculum will be more effective.
At the same time, the most important component is the observance of holiness. This component is the ultimate goal of curriculum evaluation. When getting a result, you must pay close attention, because the result will definitely give a positive/negative result.
"Dinkanda's assessment within the framework of the national view on the quality of education as a form of accountability of education providers to stakeholders". [2]
B: Assessed aspects of the curriculum
1. Target
An educational program plan, which may be a program plan, curriculum, training, or assessment, must be based on the objectives of that plan. Assessing the main objectives of the curriculum to find out if the objectives of the Menkayen curriculum can make a higher level of contribution to education? This Malay assessment can be assessed at the level of curriculum objectives as course objectives of educational objectives.
2. this curriculum:
The evaluation of this curriculum includes all programs programmed to achieve the objectives. Components include all types of items to be covered, as well as an item or item as thin as the item.
The content/material of the curriculum is geraldini in terms of its relevance to the goals, which means that it can be compared with the goals of the goals, its meaning as knowledge, specific facts/views, breadth and depth. [3]
3. Learning strategy
The evaluation of the systemic strategy of semperor varangan utaya is achieved for the sake of the goal of the systemic material language that has been defined. The components of a learning strategy include the different types of approaches chosen, teaching methods and techniques, punishment systems, and the achievement of student learning outcomes, both in the form of essay grades and outcomes.
4. Educational media
The Learning Tools Component is a component of the curriculum designed to be a means of improving the erection and clarity of students in the curriculum they are learning.
Teaching aids are evaluated based on their suitability for purpose, learning materials, student safety requirements, compatibility with learning skills, effectiveness as an aid, and so on.
5. Jan Dikapay results
The things that are achieved in the pale curriculum do not cover the three issues, namely outcome, effect, and influence. The result of the artist Persini Persini's Sail, which was achieved by the target students. The effect is to change behavior as a result of sailing treatment. Whereas Damak is the impact of the curriculum on the development of Ito's own institutions, knowledge and society.
The results obtained are very important input data for evaluating the effectiveness and efficiency of a comprehensive training program. This can be done by looking for differences between roles/goals and actual results.
against Form Assessment Curriculum:
Curriculum evaluation is a difficult and complex task, as many aspects need to be assessed, many people are involved, and the breadth of the curriculum must be taken into account. This is why curriculum evaluation requires experts who are excited to become a scientific discipline.
Scriven highlights the large funding for curriculum evaluation given how fast at the time evaluation was not available, whether the sanglong program was symptomatic (i.e., formative evaluation) or definitive (i.e., final evaluation). [4]
The form of an integrated assessment program can be divided into two types, namely, formative and generalizing.
1. penis shaper
This evaluation is also called the Proshak platform, namely the evaluation carried out throughout the entire period of the curriculum. Data is collected and analyzed to find problems and fix potential problems. [5]
Assessment may use a variety of assessment, framing tools, including tests, assessment, observation, and dissemination. And what gehaldi is is all the components and supports for the implementation of the program. For the purposes of formative assessment, it is not necessary for the female language to cover all students in the same language.
2. Rating Summary
Prosaic evaluation, which takes place at the end of a certain vacuum period, differs from formative evaluation, this final discussion should immediately complete the program. For example, if the program lasts one year or if the educational program is completed, you will graduate. [6]
Summative assessment has several purposes, including the selection of several curricula/projects that will be continued and which will not be effective. [7]
In formative assessment, this school is a daily lesson, and summary lessons are general lessons held at the end of the semester.
Formative assessment has benefits for both the student and the teacher program and the Indra program itself, viz.
1. Benefits for students
A) Check the program to see if the students learned the program material in the same way.
B) US repair. With feedback ( answer ) that proves that students are tired of the test, they know their weaknesses. [8] To let students know which chapters they think are not yet finished. With gehalim there is motivation for pesektanan sukukta.
mind) Diagnosis A.S. That a lesson that students enjoy is a gift and a skill. Knowing the achievements of Thes Shaper, students can clearly identify how much of the lesson material is still difficult.
2. Benefits for teachers
A) Knowing how the material being taught is acceptable to students. In doing so, the teacher can decide whether the break strategy should be in the lab or continue using the old strategy.
B) Can identify parts of lesson material that students do not understand.
mind) Can pronoše success and no program will always run.
3. Share Rewards Program
A) Does the program include the correct program in the sense that it is appropriate for the child's abilities.
B) Whether the scythe program is promised - knowledge prerequisites that have not been taken into account.
mind) What tools, facilities and infrastructure are needed to improve the results to be achieved?
D) What methods, approaches and estimates are mined are appropriate.
1. For the average value:
Summative test scores are used as a guideline in nurturing students with self-discipline and student connections in the classroom. This way you can see the progress of the students in the class.
2. Serves as your forecast
This test is designed to see if the child has learned the learning material already read, if the student's health program can speak, or if the student needs to repeat/repeat the learning material again.
3. To fill language and student records, sahega will be there for everyone.
A People are killing students
B. School leadership / advisory group.
against Wide parties, for example, the student will move to a larger school / continue to swim / go to work.
D: Role Assessment Program
Curriculum evaluation can be seen as a social process and as a social institution. Evaluation projects developed in England or other countries are the social institutions of the full curriculum movement.
The characteristics of several educational projects developed in England, for example, (1) are more innovative than the existing curriculum, (2) are more national than local, (3) are funded by grants received outside the Royal Penhangry (4) are under greater influence on the psychometric characteristics of the study, rather than on the characteristics of social studies. [9]
The role evaluation policy in Gyummenti's special education program is minimally related to three things, namely evaluation as a moral consideration, evaluation and definition of holiness, evaluation and value consensus.
1. Moral judgment based on evaluation
The key concept in valuation is the question of value. The result of the evaluation contains the value that will be accepted for the next action. This glorifies two meanings: firstly, the assessment contains a scale of moral values, on this scale the assessment of the object can be real. Secondly, evaluation contains a set of practical criteria, and these criteria represent an outcome that can be evaluated.
Evaluation is not a single concept, at least there are two activities, the first is to collect information and lead to unit accuracy. The first activity may also extol aspects of value (especially in the choice of sources of information and the type of information to be disclosed), but no evaluation has ever been made. In the second concept, that is, looking at it is equated with evaluation, and consideration is a set of values.
Since problems and concepts in education are always evolving, the relationship between the received educational information and the decisions made is not always the same, it also develops. This development is mainly associated with the development or change of values. Therefore, one of the tasks of the educational assessor is the observance of these values. Based on these values, new educational decisions can be made. [ten]
2. Decision group evaluated
In general, advocates for unity in education, or especially in curriculum management, are teachers, students, principals, parents, inspectors, curriculum experts, and so on. In principle, everyone plays an important role in making decisions based on their position. students make decisions in accordance with their position as students, teachers make decisions in accordance with their position as teachers, the size of the role of decisions made by a person also corresponds to the scope of responsibility of his duties. Some assessment results become material for students to learn more actively or not.
This is different from the education that the teacher takes, he considers education between one person or all students. That's how the leader takes the results and so on. Thus, each decision maker in the evaluation process has his own position.
3. Indigo Consensus Ranking
In different educational situations and curriculum evaluation activities, the people involved fulfill a number of values simultaneously.
It was once dreamed that the partisans would be a homogeneous group receiving kerdusat for planning results, but there was no guarantee that this would be impossible. They have their own views, interests, values and experiences. How is it that there is a unity of ministers between them, the unity of ministers can only be achieved by consensus.
Historically, the value of consensus in curriculum evaluation is based on intellectual and experimental traditions. The consensus is in the form of refining work that focuses on specific goals, creating behavioral perceptions of learning, using statistical analysis, pre-testing and post-testing, and so on. The above research model is a systems approach of social engineering or in education. In this scheduling model, activity enrichment can be obtained in a flowchart that operationally formulates input (pre-test) activity methods ( treatment ) and output (tested) methods. [eleven]
The above model has received several criticisms, but the most important criticism or difficulty relates to the specific purpose of curriculum assessment and curriculum planning.
CONCLUSION
Curriculum evaluation is done to find out how much expectations are based on its goals, with the intention of blocking those that are dependent on its goals.
Evaluation should be ongoing after the reopening of the curriculum. Likewise, materials that should be related to the science of development and time. Thus, the quality of the curriculum can always be maintained and even abandoned.
BIBLIOGRAPHY
Arikunto Suharsimi, Basic Assessment Education, PT. Script development,
Nasution, S., Curriculum and Teaching, PT. Script development,
__________, Curriculum Development, Curriculum Vitae. Chika Aditya Bhakti,
Nile, John D. Mak., Curriculum Comprehensive Introduction, Veera Sari,
Nurgiantoro, Burhan, Fundamentals of School Curriculum Development, BPFE,
Sudan, Nana, Curriculum Guidelines and Development in Schools,
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