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.