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Evaluation - Group 8 - Eng Cur
Evaluation - Group 8 - Eng Cur
Evaluation - Group 8 - Eng Cur
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.
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
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).
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.
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.