Evaluation of Objectives and Competencies in Education


Evaluation of Objectives and Competencies in Education
In evaluating a curriculum like this, the principal to be assessed is the aspect of objectives or competencies expected in the curriculum document, which includes:

Are the competencies that must be achieved by each student in accordance with the mission and vision of the school.
Are the goals and competencies easily understood by every teacher. As a document, curriculum will not have any meaning without being implemented by the teacher. Then the teacher needs to understand about the competencies expected by educational institutions.
Are the objectives and competencies formulated in the curriculum according to the level of student development.
Evaluation of Planned Learning Experiences.

The criteria used as a benchmark in this stage are testing learning experiences including: [19]
Is the learningexperience in the curriculum appropriate or can support the achievement of the vision and mission of educational institutions?
Is the planned learning experience in accordance with students' interests.
Are the planned learning experiences in accordance with the characteristics of the environment in which the child lives.
Does the learning experience specified in the curriculum match the amount of time available.
Evaluation of Teaching and Learning Strategies.

As a guide for teachers, the curriculum should also contain instructions so how to implement or how to implement the curriculum in the classroom. A number of criteria can be proposed to assess the teaching and learning strategy guidelines, including: [20]
Are the learning strategies formulated accordingly and can, support for the successful achievement of educational competencies.
Can the proposed learning strategy encourage students' activities and interests in learning?
What is the readability of the teacher with the guidelines for implementing the proposed learning strategy?

Does the learning strategy match the level of student development?
Are the learning strategies formulated according to time allocation.
Evaluation of the Assessment Program

The next component is the component that must be targeted by assessors of the curriculum as a program is the evaluation of the assessment program. Some criteria that can be used as a reference are: [21]

Is the evaluation program relevant to the objectives or competencies to be achieved.
Are evaluations programmed to achieve evaluation functions both as formative and summative.
Whether the planned curriculum evaluation program can be easily read and understood by the teacher.
Is the evaluation program realistic, in the sense that it might be implemented by the teacher.
Evaluation of curriculum implementation

The second side of the curriculum is the implementation or implementation of the curriculum as a program. Some criteria that can be used as guidelines as follows: [22]
Is the curriculum implemented by the teacher in accordance with the planned program?
Does every program planned can be implemented by the teacher?
How far can students actively participate in the learning process in accordance with the objectives to be achieved?
Is the overall curriculum implementation considered effective and efficient

Curriculum Implementation and Evaluation
In the implementation of curriculum diversification it is very possible, meaning that the curriculum can be expanded, deepened, and adjusted to the diversity of conditions and needs both concerning the abilities or potential of students and their environment. Diversification of the curriculum is applied in an effort to accommodate students' different levels of intelligence and speed (Paper Student, 2011). Therefore learning acceleration is possible to apply, as well as remedial and enrichment.
Implementation requires the ability of schools to develop syllabi in accordance with their conditions and needs, and its preparation can involve relevant agencies in the local area, for example government agencies, the private sector, companies and universities.

Management
Reconceptualization of the national curriculum that is manifested in the Competency Education Unit Level Curriculum has four main focuses, namely: 1). Clarity of competencies and learning outcomes, 2) Class-based assessment, 3) Teaching and learning activities, 4) Management of school-based curriculum.
In principle, school-based curriculum management divides the roles and responsibilities of each education implementer in the field related to curriculum implementation, funding and syllabus development. Schools as the spearhead of curriculum implementation are demanded to be able to establish relationships with other institutions related to both government and private institutions. For example, to supply vocational skills, schools need to collaborate with companies or training institutions.

Reorienting the Learning Process
Learning is an active activity of students in building meaning or understanding of a concept, so that in the learning process students are central to the activity, the main actors and teachers only create an atmosphere that can encourage motivation to learn in students.
Implementation in the learning process requires a reorientation of conventional learning. Reorientation is not only limited to the term "teaching" to "learning" but it must reach the operational implementation of learning. For this reason, the learning process must refer to several principles, namely: student centered, learning by doing, developing social abilities, developing curiosity, imagination and nature of God, developing problem solving skills, developing student creativity, developing the ability to use science and technology, foster awareness as good citizens, lifelong learning, and a mix of competition, cooperation and solidarity.

The role of curriculum evaluation
The role of policy evaluation in the minimum education curriculum deals with three things, as follows [23]
Evaluation as moral judgment. The main concept in evaluation is a matter of value. The results of the evaluation contain a value that will be used for further action. This contains two meanings, the first evaluation contains a scale of moral values, based on that scale an object of evaluation can be assessed. Second, Evaluation contains a set of practical criteria, based on these criteria a result can be assessed.
Evaluation and decision making. Decision makers in the implementation of education or curriculum are many, namely teachers, students, principals, parents, inspectors, curriculum developers, and so on. In principle, each individual above makes decisions according to his position. Big or small the role of decisions taken by someone in accordance with the scope of their responsibilities and the problems they face at one time.
Evaluation and consensus on values. In a variety of educational situations as well as curriculum evaluation activities, a number of values ​​are carried out by people involved in assessment and evaluation activities. Participants in education evaluation can consist of parents, students, teachers, curriculum developers, administrators, political experts, experts economics, publishers, architects, and so on.
Literally the word evaluation comes from the English evaluation; in Arabic: al-Taqdir; whereas in Indonesian it means: assessment. The root word is value; in Arabic: al-Qimah; in Indonesian means; value. As for the terms, as stated by Edwind Wandt and Gerald W. Brown (1977) as quoted by Sudijono (2012: 1): Evaluation refer to the act or process to determine the value of something. According to this definition, the term evaluation refers to or implies: an action or process to determine the value of something.
According to Gronlund (Rusman, 2009: 93) evaluation is a systematic process of gathering, analyzing and interpreting information to determine the extent to which students have achieved the learning objectives. Meanwhile, Hopkins and Antes suggest that evaluation is an ongoing examination to obtain information that includes students, teachers, education programs, and teaching and learning processes to determine the level of change in students and the accuracy of decisions about the picture of students and the effectiveness of the program. Meanwhile, according to Tyler (1949) evaluation focuses on efforts to determine the level of change that occurs in learning outcomes.
Learning outcomes are usually measured by tests. The purpose of the evaluation according to Tyler is to determine the changes that occur, both statistically and educatively. Whereas Morrison argues that evaluation is an act of consideration based on a set of agreed-upon and accountable criteria. In this case there are three main factors, namely: (1) consideration; (2) description of the object of valuation; and (3) criteria that can be accounted for (Rusman, 2009: 93).
Teaching and learning in the classroom is a place to implement and test the curriculum. In the process of teaching and learning all concepts, principles, values, knowledge, methods, tools and abilities of teachers are tested in the form of deeds, which will realize a tangible curriculum. According to Mars (Rusman, 2002: 22): there are five elements that influence the implementation of the curriculum, namely: support from the principal, support from teacher peers, support from students, support from parents, and support from within the teacher who is the main element . The implementation of the curriculum should place the development of student creativity more than mastery of the material. In this regard, students are placed as subjects in the teaching and learning process (Rusman, 2009: 74-75).
From the description above, evaluation of curriculum implementation is an action taken to determine the level of change that occurs in the teaching and learning process in the classroom including concepts, principles, values, knowledge, methods, tools and teaching abilities that are tested in the form of actions to realize a curriculum that real.

Curriculum evaluation is the process of applying scientific procedures to collect valid and reliable data to make decisions about a curriculum that is running or has been implemented. In a simple curriculum evaluation can be equated with research, because curriculum evaluation uses systematic research, applying scientific procedures and research methods.
Basically, the curriculum evaluation process is intended to evaluate the extent to which learning programs that include intracuricular, extracurricular and co-curricular activities have been realized in learning developed by teachers or not. Furthermore, the output that results from the realization of the curriculum program in the form of learning must reflect the original objectives formulated in the curriculum.
Curriculum evaluation in context, basically still not perfect proven from the discovery and innovation models and evaluation approaches that still need to be developed again, namely the evaluation system that really places all parties democratically both at the planning, implementation, evaluation itself and the placement and evaluation stages policy making from the results of a curriculum evaluation activity.
Curriculum evaluation is important in order to adjust to the development of science, technological progress and market needs. There are many problems in the application of curriculum evaluation such as the theoretical basis used in weak curriculum evaluation, educational interventions that are carried out do not allow to be blinded, difficulties in randomization, difficulties in standardizing interventions carried out, research ethics issues, lack of pure outcome, difficulty finding tools measure and use different curriculum perspectives for comparison.
Therefore, by understanding the notion of curriculum evaluation and its similarities and differences with research, it is expected that curriculum evaluations to be made can be valid, reliable and very useful as consideration in making decisions about the curriculum.