EVALUATION

By: Jumbuh Prabowo

([email protected])
1. What is evaluation?
Second Language Evalua!on (SLE) !s pr!mar!ly abou dec!s!on ma"!ng. #ndeed$
he overall purpose o% SLE !s o ma"e sound cho!ces ha w!ll !mprove second
language each!ng and enhance second language learn!ng.
&hree essen!al componens o% evalua!on are:
a) 'ollec!ng #n%orma!on
b) #neprea!on #n%orma!on
c) (ec!s!on ma"!ng
hp:))www.evalua!onw!"!.org)!nde*.php)Evalua!on_(e%!n!!on
+s de%!ned by he +mer!can Evalua!on +ssoc!a!on$ evaluation !nvolves
assess!ng he srenghs and wea"nesses o% programs$ pol!c!es$ personnel$
producs$ and organ!,a!ons o !mprove he!r e%%ec!veness.
Evaluation !s he sysema!c collec!on and analys!s o% daa needed o ma"e
dec!s!ons$ a process !n wh!ch mos well-run programs engage %rom he ouse.
hp:))www.!nd!ana.edu).!sr/01)"nuh)un!1pr!n.hml
Evalua!on !s...
...he means used o deerm!ne he worh or value o% a ra!n!ng program.
...he processes o !mprove a ra!n!ng process or o dec!de wheher or no o
con!nue !.
...he process o% del!nea!ng$ collec!ng$ and prov!d!ng !n%orma!on use%ul
%or 2udg!ng ra!n!ng dec!s!on alerna!ves.
Evalua!on !nvolves ma"!ng 2udgmens abou he correcness o% he sraegy
(!nclud!ng means adoped) and par!cularly abou he oucomes or spec!%!c
bene%!s ha he sraegy del!vers.
3!chard e. al. (145/$ p. 45 c!ed !n Brown 144/) de%!ne evalua!on as 6he
sysema!c gaher!ng o% !n%orma!on %or purposes o% ma"!ng dec!s!ons7.
Popham !n Brown (144/$ p. 815) noed ha 6sysema!c educa!onal evalua!on
cons!ss o% a %ormal assessmen o% he worh o% educa!onal phenomenon7.
1
Brown$ 144/$ p. 815 saes ha evalua!on !s he sysema!c collec!on and
analys!s o% all relevan !n%orma!on necessary o promoe he !mprovemen o%
a curr!culum and assess !s e%%ec!veness w!h!n he cone* o% he par!cular
!ns!u!on !nvolved.
2. Why Evaluate?
hp:))www.u!web.u!daho.edu)eo)d!s9.hml
E%%ec!ve eachers use a var!ey o% means$ some %ormal and ohers !n%ormal$ o
deerm!ne how much and how well he!r sudens are learn!ng. :or e*ample$ o
%ormally evaluae suden learn!ng$ mos eachers use ;u!,,es$ ess$ e*am!na!ons$
erm papers$ lab repors$ and homewor". &hese %ormal evalua!on echn!;ues help
he !nsrucor o evaluae suden ach!evemen and ass!gn grades.
3. What are the Purposes o Evaluation?
&he %!ve purposes we w!ll cons!der:
:eedbac"
:eedbac" prov!des ;ual!y conrol over he des!gn and del!very o% ra!n!ng
ac!v!!es. Some !mporan <evalua!on %or %eedbac"< ;ues!ons !nclude...
+re he ob2ec!ves be!ng me=
>ere per!nen op!cs and learn!ng evens covered=
#s here ev!dence o% be%ore and a%er learn!ng=
#s here ev!dence o% rans%er o% learn!ng bac" o he wor"place=
(o we "now %or whom he program was mos and leas bene%!c!al=
>ha !s good and wha !s no so good=
'onrol
'onrol relaes ra!n!ng pol!cy and prac!ce o organ!,a!onal goals
(produc!v!y$ cos-bene%! analys!s). Some !mporan <evalua!on %or conrol<
;ues!ons !nclude...
>ha !s he value o% he ra!n!ng o he organ!,a!on=
+re measures o% worh compared o measures o% cos=
8
>as cons!dera!on g!ven o d!%%eren comb!na!ons o% !nerven!ons %or
ac"l!ng he problem (were op!ons bes!des ra!n!ng cons!dered)=
3esearch
3esearch !s o add o "nowledge o% ra!n!ng pr!nc!ples o !mprove echn!;ues.
Some !mporan <evalua!on %or research< ;ues!ons !nclude...
#nernal val!d!y: &o wha e*en can par!cular conclus!ons 2usly be drawn
%rom he daa colleced=
E*ernal val!d!y: &o wha e*en can !n%orma!on ga!ned %rom a ra!n!ng
program be appl!cable generally o oher s!ua!ons=
#nerven!on
#nerven!on !s he process o% us!ng evalua!on o a%%ec he way he program
be!ng evaluaed !s v!ewed$ and subse;uenly us!ng h!s o rede%!ne he shar!ng
o% learn!ng beween ra!ners$ ra!nees$ and employ!ng managers. Some
!mporan <evalua!on %or !nerven!on< ;ues!ons !nclude...
+re l!ne managers !nvolved !n pre)pos ra!n!ng ac!v!!es=
#s managemen an e*ens!on o% ra!n!ng=
+re changes made !n he wor" env!ronmen o suppor use o% new s"!lls
learned dur!ng ra!n!ng=
(oes ra!n!ng cause he ra!n!ng deparmen o con!nually reh!n" and
ad2us he deploymen o% ra!ners o %unc!ons ha srenghen he role o%
ra!n!ng=
Power
Power !s o use evalua!on !n%orma!on %or a pol!!cal agenda. Some !mporan
<evalua!on %or power< ;ues!ons !nclude...
#s ev!dence gahered and used v!a evalua!on based upon sound ev!dence=
#s ! presened %a!rly and eh!cally=
#s ! repored o appropr!ae sa"eholders=
!. What are the "ierent types o evaluation?
>e w!ll learn %!ve d!%%eren ypes o% evalua!on. &he erm!nology !n h!s sec!on !s
%ounda!onal and hus very !mporan %or every evaluaor o "now and use.
&he %!ve ypes we w!ll cons!der:
#1$ %or&ative evaluation
?
Evalua!on o% a program !n !s developmenal sages. #n he !nsruc!onal
des!gn process$ %orma!ve evalua!on occurs be%ore he %!nal produc !s
compleed. :orma!ve evalua!on mos o%en resuls !n changes o he
!nsruc!onal program o ma"e ! more e%%ec!ve.
:orma!ve evalua!on !s a mehod o% 2udg!ng he worh o% a program wh!le
he program ac!v!!es are %orm!ng or happen!ng. :orma!ve evalua!on
%ocuses on he process (Bhola 144@).
#2$ 'u&&ative evaluation
'ons!ss o% hose ac!v!!es ha 2udge he worh o% a compleed program. #n
he !nsruc!onal des!gn process$ summa!ve evalua!on !s o%en v!ewed as
he %!nal sage. Summa!ve evalua!on usually does no resul !n changes o
he !nsruc!onal program be!ng evaluaedA ! mos o%en !n%orms he ra!ner
and organ!,a!on wheher sudens learned %rom he ra!n!ng and wheher
on he 2ob per%ormance !mproved.
Summa!ve evalua!on !s a mehod o% 2udg!ng he worh o% a program a he
end o% he program ac!v!!es. &he %ocus !s on he outcome (Bhola 144@).
#3$ Pro(ess evaluation
# !ncludes mon!or!ng an !nsrucorBs per%ormance$ we!gh!ng he use o%
!nsruc!onal maer!als$ or assess!ng he learn!ng e*per!ences %ound !n he
ra!n!ng se!ng.
#!$ Pro"u(t evaluation
Judg!ng ra!n!ng oucome and he coss !ncurred %or a program o%%er!ng. &h!s
also !nvolves rela!ng he oucomes o pre-spec!%!ed ob2ec!ves and cons!der!ng
boh pos!!ve and un!nended oucomes.
#)$ Usa*ility testin+
(eerm!n!ng wheher people can use he produc eas!ly o mee he!r goals=
&he adven o% compuer-based and web-based !nsruc!on has made usab!l!y
es!ng an !ncreas!ngly popular and necessary %orm o% evalua!on.
Cowever$ ! can be "nown as hree d!mens!ons ha shape po!n o% v!ew on
evalua!on.
1) Purpose o% he !n%orma!on
:orma!ve and Summa!ve
8) &ypes o% !n%orma!on
Process and Produc
?) &ypes o% daa and analyses
Duan!a!ve and ;ual!a!ve
9
). The ,onte-t o 'e(on" Lan+ua+e Evaluation
# covers:
1) #nsruc!onal Purposes
&he purposes !den!%y he ob2ec!ves o% !nsruc!on E he 6why7
8) #nsruc!onal Plans
&he plans descr!be he means o% aa!n!ng hose ob2ec!ves E he 6how7
?) #nsruc!onal Prac!ces
&he prac!ces are acually a"es place !n he classroom E he 6wha7
A. Instru(tional O*.e(tives
&hey descr!be he goals as a eacher a!m %or when each!ng. &hey prov!de
d!rec!on %or plann!ng appropr!ae !nsruc!on. &hey also prov!de a bas!s %or
deerm!n!ng wheher a eacher has ach!eved wha he ses ou o accompl!sh.
:!ve characer!s!cs o% course ob2ec!ves:
(!%%eren "!nds ob2ec!ves gu!de classroom !nsruc!on:
a) Language
Language ob2ec!ves re%er o language s"!lls ha learners are e*peced o
ac;u!re !n he classroom.
b) Sraeg!c
Learn!ng sraeg!es are consc!ous processes and echn!;ues ha %ac!l!ae he
comprehens!on$ ac;u!s!!on$ and reen!on o% new s"!lls and conceps.
c) Soc!oa%%ec!ve
Soc!oa%%ec!ve ob2ec!ves re%er o changes !n learnersB a!udes or soc!al
behav!ours ha resul %rom classroom !nsruc!onA %or e*ample$
d) Ph!losoph!cal
Ph!losoph!cal ob2ec!ves re%er o changes !n a!udes$ values$ or bel!e%s o% a
more general naure han hose assoc!aed w!h soc!oa%%ec!ve ob2ec!ves.
e) Fehod or process
Fehod or process ob2ec!ves re%er o mehods$ processes$ e*per!ences$
maer!als$ ac!v!!es$ or oher aspecs o% !nsruc!on.
/. Instru(tional Plan
,. Instru(tional Pra(ti(es
/
0. 1in"s o Test
2. Vali"ity
3. 4elia*ility
5. Test Te(hni6ues
17. 'ta+es o Test ,onstru(tion
11. 'ylla*us
12. 8a9in+ Lesson Plan
13. ,onstru(tin+ a Test
0