NATURE OF LANGUAGE LEARNING EVALUATION AND PRINCIPLES
NATURE OF LANGUAGE LEARNING EVALUATION AND PRINCIPLES (Indonesia)
Preliminary
Evaluation is not a single element in learning. There are four main elements that must exist in a learning process, namely the objectives, materials, and assessment methods and tools. Serves the purpose seabagai direction of teaching and learning process, is essentially a formula that is expected behavior can be mastered by the students after receiving or taking their learning experience. The material is a set of scientific knowledge derived from the curriculum to be delivered or addressed in the teaching-learning process in order to arrive to the intended purpose. Methods and tools are the means or techniques used in achieving goals. While the assessment is the attempt or act to determine the extent to which the set objectives were achieved. In other words, the assessment serves as a tool to determine the success of the process and student learning outcomes. The process is an activity undertaken by adalam achieve the goal of teaching students, while learning outcomes are owned yanng abilities of students after he received the learning experience.
EVALUATION AND POSITION IN THE NATURE OF LEARNING
In the operation of language learning, as well as in organizing the learning of other areas, the evaluation is an integral part of the learning organization as a whole. As a learning, language learning organized to achieve some learning objectives have been identified and formulated based on in-depth study of the needs that need to be met. Learning goals were pursued its achievements through a series of learning activities that are mature and carefully designed and implemented in earnest to the learning objectives should be achieved.
Evaluation should not be viewed as a collection of techniques but rather is a process that is based on the principles. In this case the Ministry of Education categorizes the general principles of evaluation that must be considered, namely:
1. Determine and explain what should be considered always take priority in the evaluation process. Effectiveness evaluations rely on rigorous description of what will be evaluated one factor that menerbelakangkan development of human behavior is the concentration measurements to concentration and not on process engineering.
2. Evaluation techniques must be selected in accordance with the purpose to be served, and should be considered whether the evaluation technique is the most effective method to determine what students want to know.
3. Comprehensive evaluation requires a variety of evaluation techniques. One reason is the need for a variety of evaluation procedures for each type of evidence presents only unique but limited on student behavior. To get a complete picture of student achievement need to be a combination of results from various techniques.
4. Reasonable use of evaluation techniques will require vigilance as well as strength limitations. All evaluation tool always contains certain deficiencies. First, is the sampling error, which can only measure a small sampling at one time. The second error is the evaluation tool itself or the process of using the tool. Another source of error that was born from a wrong interpretation of the results of the evaluation, consider those devices contain precision they do not really have. Best of the evaluation tools only provide results that are close to it, so it must be interpreted reasonably. Awareness of the limitations of the evaluation tool allows to use it more effectively, and errors in evaluation techniques can be eliminated by carefully choosing and wearing them.
5. Evaluation is a tool to achieve goals is not a final destination.
In the world of education in general and in particular areas of teaching, assessment is a program to give an opinion and the determination of the meaning or avail of an experience. The definition of experience is the experience gained thanks to the educational process. That experience seemed to changes in behavior or personality patterns of students. Thus, the experience gained is the experience of students as learning outcomes of students in school. In this case, assessment is an attempt to examine the extent to which students have progressed to study or has achieved the learning objectives and learning (in Hamalik Schwartz 2007:157).
While the Ministry of Education explained that the evaluation can be identified as a systematic process of determining the extent to which instructional objectives achieved by the students. Opinion was affirmed again by the sense of Soenardi Djiwandono evaluation, namely the general evaluation of the implementation of learning is understood as an effort to collect information about the organization of learning as the basis for making decisions.
The series of activities intended to obtain a sample of a person's behavior that provide a snapshot of a particular ability in the field of teaching is that in the implementation of learning, a series of learning activities carried out by using the learning materials and exercises that correspond with learning objectives to be achieved in teaching and learning activities are carried out. And to ensure the achievement of learning goals that have been planned in advance, should be carried out a series of evaluations. With this evaluation, expected to obtain information relating to the capabilities of the students in a particular field. In case this is the field of linguistics. The information can be obtained in the form of teaching materials, methods and techniques of teaching and learning, preparing and organizing the test, and the exercises performed. The information was assessed as a basis for determining the appropriate target and reliable quality.
For that M. Sonardi Djiwandono said essentially the position evaluation in the design of learning is "as the final part of a series of three principal components of the implementation of learning, ie learning objectives, learning activities, and evaluation of the results of learning activities."
In its implementation, the evaluation should be performed in accordance with general principles that emphasize the importance of the following things: 1) identification of the purpose of evaluation, 2) you select a technical evaluation in relation to these objectives, 3) using a variety of evaluation techniques, 4) aware of the limitations of techniques evaluation used, and 5) consider evaluation as a process of obtaining information to be used as a basis for educational decisions.
Based on the opinions of the experts, it can be concluded that the evaluation is a series of attempts to obtain information from students who are prepared systematically and based on instructional objectives which in turn is used for decision making. From that sense, it is clear how important the role of evaluation in learning, which is a trilogy of learning activities, after the learning objectives and learning activities
Preliminary
Evaluation is not a single element in learning. There are four main elements that must exist in a learning process, namely the objectives, materials, and assessment methods and tools. Serves the purpose seabagai direction of teaching and learning process, is essentially a formula that is expected behavior can be mastered by the students after receiving or taking their learning experience. The material is a set of scientific knowledge derived from the curriculum to be delivered or addressed in the teaching-learning process in order to arrive to the intended purpose. Methods and tools are the means or techniques used in achieving goals. While the assessment is the attempt or act to determine the extent to which the set objectives were achieved. In other words, the assessment serves as a tool to determine the success of the process and student learning outcomes. The process is an activity undertaken by adalam achieve the goal of teaching students, while learning outcomes are owned yanng abilities of students after he received the learning experience.
EVALUATION AND POSITION IN THE NATURE OF LEARNING
In the operation of language learning, as well as in organizing the learning of other areas, the evaluation is an integral part of the learning organization as a whole. As a learning, language learning organized to achieve some learning objectives have been identified and formulated based on in-depth study of the needs that need to be met. Learning goals were pursued its achievements through a series of learning activities that are mature and carefully designed and implemented in earnest to the learning objectives should be achieved.
Evaluation should not be viewed as a collection of techniques but rather is a process that is based on the principles. In this case the Ministry of Education categorizes the general principles of evaluation that must be considered, namely:
1. Determine and explain what should be considered always take priority in the evaluation process. Effectiveness evaluations rely on rigorous description of what will be evaluated one factor that menerbelakangkan development of human behavior is the concentration measurements to concentration and not on process engineering.
2. Evaluation techniques must be selected in accordance with the purpose to be served, and should be considered whether the evaluation technique is the most effective method to determine what students want to know.
3. Comprehensive evaluation requires a variety of evaluation techniques. One reason is the need for a variety of evaluation procedures for each type of evidence presents only unique but limited on student behavior. To get a complete picture of student achievement need to be a combination of results from various techniques.
4. Reasonable use of evaluation techniques will require vigilance as well as strength limitations. All evaluation tool always contains certain deficiencies. First, is the sampling error, which can only measure a small sampling at one time. The second error is the evaluation tool itself or the process of using the tool. Another source of error that was born from a wrong interpretation of the results of the evaluation, consider those devices contain precision they do not really have. Best of the evaluation tools only provide results that are close to it, so it must be interpreted reasonably. Awareness of the limitations of the evaluation tool allows to use it more effectively, and errors in evaluation techniques can be eliminated by carefully choosing and wearing them.
5. Evaluation is a tool to achieve goals is not a final destination.
In the world of education in general and in particular areas of teaching, assessment is a program to give an opinion and the determination of the meaning or avail of an experience. The definition of experience is the experience gained thanks to the educational process. That experience seemed to changes in behavior or personality patterns of students. Thus, the experience gained is the experience of students as learning outcomes of students in school. In this case, assessment is an attempt to examine the extent to which students have progressed to study or has achieved the learning objectives and learning (in Hamalik Schwartz 2007:157).
While the Ministry of Education explained that the evaluation can be identified as a systematic process of determining the extent to which instructional objectives achieved by the students. Opinion was affirmed again by the sense of Soenardi Djiwandono evaluation, namely the general evaluation of the implementation of learning is understood as an effort to collect information about the organization of learning as the basis for making decisions.
The series of activities intended to obtain a sample of a person's behavior that provide a snapshot of a particular ability in the field of teaching is that in the implementation of learning, a series of learning activities carried out by using the learning materials and exercises that correspond with learning objectives to be achieved in teaching and learning activities are carried out. And to ensure the achievement of learning goals that have been planned in advance, should be carried out a series of evaluations. With this evaluation, expected to obtain information relating to the capabilities of the students in a particular field. In case this is the field of linguistics. The information can be obtained in the form of teaching materials, methods and techniques of teaching and learning, preparing and organizing the test, and the exercises performed. The information was assessed as a basis for determining the appropriate target and reliable quality.
For that M. Sonardi Djiwandono said essentially the position evaluation in the design of learning is "as the final part of a series of three principal components of the implementation of learning, ie learning objectives, learning activities, and evaluation of the results of learning activities."
In its implementation, the evaluation should be performed in accordance with general principles that emphasize the importance of the following things: 1) identification of the purpose of evaluation, 2) you select a technical evaluation in relation to these objectives, 3) using a variety of evaluation techniques, 4) aware of the limitations of techniques evaluation used, and 5) consider evaluation as a process of obtaining information to be used as a basis for educational decisions.
Based on the opinions of the experts, it can be concluded that the evaluation is a series of attempts to obtain information from students who are prepared systematically and based on instructional objectives which in turn is used for decision making. From that sense, it is clear how important the role of evaluation in learning, which is a trilogy of learning activities, after the learning objectives and learning activities