COMPONENT OF CURRICULUM: EVALUATION
Concept of Evaluation
Evaluation is the
systematic process of collecting and analyzing data to make decisions.
Curriculum evaluation means what methods and instruments will be used to assess
the result of the curriculum. It identifies the quality, and effectiveness of
the program, process, and curriculum product. In the learning evaluation
process, educators act as an evaluator. The interpretation of evaluation
provides feedback to the curriculum and its components. Curriculum evaluation
is also important so that one could assess whether the objectives and aims have
been met or if not, they could employ another strategy that will work out. Another
purpose of curriculum evaluation is to gather data that
will help identify areas needing improvement or change.
The terms test, measurement,
assessment, and evaluation are often misinterpreted and misused in evaluation practice.
Conceptually, these terms are different from one another, although they are
very closely related. Schematically, the relationship between test,
measurement, assessment, and evaluation can be described as follows:
In the book Measurement and Evaluation in Education and Psychology written by William A. Mehrens (1984:10), he explains that a test is creating and asking several questions that must be answered. Measurement, using rating scale observations or other tools that enable us to obtain information in the form of quantities. Evaluation is the process of describing and refining information that is useful for determining alternatives. Assessment can be used to provide a diagnosis of someone’s problem, but what needs to be emphasized is that can be assessed or evaluated is a person’s character, including academic ability, honesty, ability to pursue, and so on.
Purposes of Evaluation
The purposes of evaluation can be divided into two
categories:
1.
General Purposes
-
Accountability
The main aim is to report
on a product and give an evaluative judgment of whether something is
intrinsically a “good thing” or not. This type of evaluation is known as
summative evaluation.
-
Curriculum development
This is known as
formative evaluation. Such evaluations control and monitor developments by
identifying the strengths and weaknesses of all aspects of teaching and
learning.
-
Self-Development
This type of evaluation
is also developmental and formative. This evaluation concerns the teacher's professionalism.
It is known by the teacher’s knowledge about teaching and learning in the classroom.
2.
Specific Purpose
for Evaluation
-
Help develop the
school’s education goals
-
Plan curriculum
with students, parents, teachers, and other stakeholders
-
Design programs of
study by grade levels
-
Help in the
evaluation and selection of textbooks
- Observe teachers, etc.
Types of Curriculum Evaluation
According to Scriven, the following are the 3 main
types:
1.
Formative
Evaluation
This
occurs during curriculum creation and allows developers to correct flaws.
2.
Summative
Evaluation
This
is an evaluation of the final curriculum after it is fully developed.
3.
Diagnostic
Evaluation
This involves determining the cause of a deficit after using the curriculum.
Procedures Used in Conducting Curriculum Evaluation
1.
Aspects of the
curriculum to be evaluated
The
evaluator determines what is to be evaluated, such as the school system, a
particular district, a particular grade level, or a particular subject.
2.
Choose an
appropriate evaluation design/method
3.
Data collection
Collecting
the data may involve interviews, giving of questionnaires, tests, the collection
of documents, and so forth.
4.
Identify the
sources of information/data
5.
Analysis of
information
6. Reporting of information
Evaluation of The Merdeka Curriculum
Every curriculum must
have a component called evaluation. Likewise, in the Merdeka curriculum, at the
end of learning activities, there is always an evaluation to see the learning
outcomes of students. In evaluation, there are several types such as formative
evaluation, which is an evaluation that uses tests during the ongoing learning
process, so that students and teachers can obtain information (feedback) about
the progress that has been achieved. The summative evaluation focuses on
variables that are considered important by decision-makers. While diagnostic
evaluation is an evaluation used to determine the strengths and weaknesses of
students so that appropriate treatment can be given. Diagnostic evaluation can
be done in several stages, either at the beginning, during the process, or at
the end of learning. Learning evaluation in education units implementing the
Merdeka Curriculum is carried out by the Ministry of Education, Culture,
Research and Technology and may involve the Ministry of Religious Affairs,
education office, education unit committee, education council, and Community. Evaluation
is conducted on the components of the Merdeka Curriculum in education units,
which include:
1.
Curriculum structure,
2.
Learning outcomes,
3.
Learning and
assessment,
4.
Use of teaching
tools, and
5.
Operational
curriculum.
The purpose of the
evaluation is intended for students who have not been successful will be given
remedial, which is special assistance given to students who have difficulty
understanding a particular subject matter. While students who have succeeded
will continue on the next topic, even those who have more ability will be given
remedial which is additional material that is an expansion and deepening of the
topics that have been discussed.
Merdeka Curriculum is an
educational concept that gives learners the freedom and flexibility to choose a
learning path, develop themselves, and determine the goals of education goals
to be achieved. In the Independent Learning Curriculum Merdeka Curriculum, three
stages in assessment can be used for evaluation, namely remedial, reporting,
and utilization of assessment results.
a)
Remedial
Remedial
is an activity carried out by the teacher towards their students to help
improve student grades that have not been completed. With remedial learning,
teachers will evaluate the results of remedial learning that has been carried
out. This evaluation can be done by giving assignments or exams to students to
measure their understanding and ability in the material that has been learned.
b)
Reporting of
assessment results
The
reporting of assessment results aims to provide direct or indirect feedback to
all parties involved in the learning process. Therefore, evaluation results can
be used to help learners better understand and explain to parents about
learners' growth and development, and help educators develop lesson plans. Reporting
of assessment results can take the form of report cards, portfolios,
discussions/conferences, and exhibitions of work.
c)
Utilization of
Assessment Results
A
good teacher is a teacher who can use the result of his assessment to improve
the quality of education in his class and at the institution where he works.
Utilization of assessment results can be used as follows:
-
Evaluation of
learning programs
The
result of the assessment can be used as an evaluation of the learning program
that has been implemented, whether it has achieved its objectives or not, so
that the learning program can be improved and developed.
-
Teacher evaluation
It
can be used as an evaluation of the teacher’s performance, whether they have
implemented learning well or not, so that the teachers can improve and
developed themselves.
- School evaluation
It can be used as an evaluation of the school performance, whether it has implemented learning well or not, so that the school can develop and repair itself.
REFERENCES
Anizar, S.Si., M.Pd. dan Sardin,
S.Pd., M.Pd. (2023). Evaluasi Pada Kurikulum Merdeka dan Pemanfaatan Hasil
Penilaiannya. Aceh Besar: Edupedia Publisher.
Hayden, S., & Goode, K. (2022, November 30). Curriculum
Evaluation in Education. Retrieved from Study.com:
https://study.com/learn/lesson/curriculum-evaluation-process-models.html
Patandean, Y. R. (2022, Agustus 8). Evaluasi Kurikulum Pada Satuan
Pendidikan Pelaksana Kurikulum Merdeka. Retrieved from Terbitkan Buku
Gratis:
https://terbitkanbukugratis.id/yulius-roma-patandean/08/2022/evaluasi-kurikulum-pada-satuan-pendidikan-pelaksana-kurikulum-merdeka/
Rochmahwati, P. (2017). English Curriculum and Material Development.
Ponorogo: Stain Po Press.