CURRICULUM (PROGRAMME)

EVALUATION
 What is Program Evaluation?

• The ongoing systematic collection of information on the purpose,

process and outcomes of a program (curriculum).
• The process of determining to what extent the objectives are
actually being achieved (Tyler, 1950).

• Information from program evaluation is used to:

– identify a program (instructional) problem;
– create or select program (instructional) strategies to address the
problem;
– judge the effectiveness of the program;
– make changes to the program to improve it; and
– provide accountability for the program.
 KEPENTINGAN MENILAI PROGRAM (KURIKULUM)
• Bagi mengenalpasti:
– Pencapaian objektif kurikulum
– Kekuatan dan kelemahan aktiviti kurikulum
– Kadar kos/nilai program (kurikulum)
– Database
• Mandatory
– As instructed by the boss
• Improvement
– We should always strive to make tomorrow’s curriculum better than today’s.
• Justification
– If we can produce objective data that we can defend the continuation of a
program, a reviewer is able to quickly recognize the real worth and value of
the program to the organization.

- Judgment is a major and inevitable feature of evaluation.

- Evaluation’s most important purpose is not to prove, but to improve
(Stufflebeam, 1970).
 WHAT TO EVALUATE? IF IT IS
TRAINING?
• Main elements
– Training program
– Presenter
– Participant
– On the job results
 BAGAIMANA KEBERKESANAN SUATU
LATIHAN BOLEH DIUKUR?
KURSUS TEMPAT KERJA

Indikator Secara Langsung –

kelakuan peserta

Indikator Tidak Langsung – Hubungan

manusia, ketidakhadiran, Peningkatan
kepuasan kerja
 SATU GAMBARAN PENILAIAN
(PERTANDINGAN PAI)
• Nilai pai yang bagus dipertimbangkan mengikut
indikator berikut:
• 1. Manis
• 2. Rangup (Crunchiness)
• 3. Daya Tarikan
• 4. Boleh tahan lama (storage life)
• Pertimbangan dibuat setelah perbandingan
antara kualiti sebenar dengan indikator yang
telah ditetapkan.
Apakah jenis penilaian ini?

Seorang penyelia berpendapat: ‘Abu ialah seorang

pekerja yang rajin dan boleh diharapkan’
• Rasional yang diberi oleh penyelia tersebut:
– Abu menghabiskan tugasannya dalam 2 hari
manakala Ali mengambil 4 hari untuk tugasan
yang sama.

– Abu seorang yang fleksibel dan sanggup bekerja

lewat manakala Ali rigid dan tidak suka bekerja
lewat.
 PENILAIAN BAGI KES TADI IALAH
PENILAIAN INFORMAL
PERTIMBANGAN BUKTI KRITERIA
dibuat dulu
Abu Abu habiskan Membanding
bertanggungjawab & tugasan dengan Ali –
rajin – nilai siapa?
dalam 2 hari dijadikan
kriteria/standard
 TAHAP PENILAIAN
Penilaian Informal
PERTIMBANGAN BUKTI KRITERIA

Penilaian Formal

KRITERIA BUKTI PERTIMBANGAN

 KRITERIA UNTUK MEMBUAT
PERTIMBANGAN
• Kesesuaian
• Pencapaian objektif (yang penting)
• Kecekapan
• Keberkesanan
• Kepentingan (kepada masyarakat)/ nilai sosial
• Kualiti
• Standard yang ditentukan oleh pihak tertentu
(e.g. organisasi)
 Important Considerations in
Program Evaluation
• Practicality
• Feasibility
• Ethics
• Accuracy
• Resource and time constraints
• Organizational politics, organizational, and
personal contexts
 2 Phases of Program Evaluation
• Program Planning

• Program Evaluation
CURRICULUM DEVELOPMENT
PROCESS

PLANNING

IMPLEMENTAT
ION
EVALUATION
 WHAT TO EVALUATE? IF IT IS
CURRICULUM?
• Curriculum goals
• Curriculum objectives
• Organization & implementation of the
curriculum
• Curriculum evaluation
 PROSEDUR UNTUK MENJALANKAN SESUATU
PENILAIAN (Brinkerhoff et al., 1983)
• Memokuskan penilaian
• Merekabentuk penilaian
• Mengumpulkan maklumat
• Menganalisis dan mentafsir maklumat
• Melapor maklumat
 PROGRAM PLANNING
• Goals – intended consequences of program.
• SMART goals to measure program.
– Specific
– Measurable (observable)
– Achievable
• Experience & resources
• Chance of success
– Relevant
– Time-bound
 GOALS
• Prioritize order that you will address goals.
• State objectives to reach goals.
– Process objectives.

– Outcome objectives.
• Short term

• Intermediate

• Long-term
ADAKAH TUJUAN PROGRAM
TERCAPAI?
Semak rekabentuk program
dengan objektif

Mengukur nilai kandungan

program

Mengukur kandungan
program berguna atau tidak
 TYPES OF TRAINING EVALUATION:
KIRKPATRIK
• Reaction – assessing what the participants
thought of a particular training program or
activity
• Learning Outcome – measuring the learning of
the facts, knowledge, skills and attitude
• Behaviour – measuring the changes in aspects
of behaviour/ job performance
• Outcome to organization – changes in criteria
of organizational improvements /effectiveness
 MEASURING THE FOUR LEVELS
LEVEL DURATION TOOL
1. Reaction Short-term Quantitative – Reaction
sheets/forms
2. Learning Short-term Quantitative – Pre & Post Test

3. Behaviour Long-term Quantitative & Qualitative – Before

and after comparisons; survey;
observations; interview
4. Results Long-term Quantitative & Qualitative –Before
and after comparisons; Cost and
benefit (ROI)
 ALAT PENILAIAN
INSTRUMEN MENGUKUR
Pra-ujian & Pos ujian Pembelajaran
Pemerhatian Perubahan dalam kelakuan

Laporan kerja Perubahan ke atas kerja

(Results on the job)
Soal selidik Persepsi peserta tentang
latihan/perubahan
Temubual Persepsi penemuduga tentang
perubahan
Penilaian prestasi Persepsi pengurusan tentang
(Management ratings) perubahan
 TYPES OF TRAINING/CURRICULUM EVALUATION: CIPP
(Stufflebeam, 1970)

• Context Evaluation
• Input Evaluation
• Process Evaluation
• Product Evaluation
• (Impact Evaluation)

• Evaluation is the process of delineating, obtaining, and

providing useful information for judging decision
alternatives.
• Formative and summative evaluation of projects, programs,
personnel, products, institutions & systems.
 TYPES OF TRAINING EVALUATION:
CIRO (Warr, 1978)
• Context
• Input
• Reaction
• Outcome
JACK PHILLIP MODEL (1997) – Return
on Investment Model
Return on Investment Model (Holton, 2005)
Steven Ehrmann (2000) – Award winning Flashlight
Program
Evaluation
of E-learning
/web-based
collaboration
project
 Marzano Teacher Evaluation Model
(2010)
The Marzano Teacher Evaluation Model examines 60
elements designed to inform the instructional
practices of teachers across four domains.

Domain 1: Classroom Strategies and Behaviors

Domain 2: Planning and Preparing
Domain 3: Reflecting on Teaching
Domain 4: Collegiality and Professionalism
ACCURACY OF EVALUATION: CRITERIA
• Data validity
• Data reliability
• Data applicability
PROSES PENILAIAN PROGRAM LATIHAN
Kumpul data

Susun & analisis data

Terjemah & membuat

kesimpulan tentang data

Banding program dengan

objektif latihan

Kaji semula program