Analyzing the Implementation of Standar Evaluation in School

MINI RESEARCH PROPOSAL

Title of the study:  Analyzing the Implementation of Standar Evaluation in School

A.    Introductory Section

·       Introduction

Curriculum of unit level of education (KTSP) give school facility to expand, creative and innovative. With this facility expected happened a competition in concurrence to compete to reach educator quality in accordance with National Standard of Education (SNP) according to PP no. 19 in 2005. Paradigm in KTSP that base on this interest emphasizes that teacher duty is not just information conveyor to participant to educate, however also must become facilitator, undertake give amenity learns to the whole participant to educate.

To know result learns student, government seriously conducted evaluation was in national pass by national test (UN). However, this result has not yet depicted quality and study process accurate for all level education in each area. For that must conducted circumstantial study relation between UN result and process, quality, and mastery study matching with national standar education.

It is interesting to know wether teachers in school were taken the standard of evaluation. KTSP is a competency-based curriculum that mean student will be evaluated by knowing their competency. KTSP is different from later curriculum, i.e. content-based curriculum. In KTSP student competency should be measure separately each of their competency. The competency is not an agggregate of their ability in some of material course. Teacher should develop any instrument that containing dimension of any competency will be measured.

·       Problem Statement

-        Why teachers were not using the standard of evaluating in learning?

-        What are the factors abandoning the teachers to implementing the standar of evaluating?

·       Objectives

The objectives of this research are:

-        Knowing the reason that teachers were not using the standard of evaluating in learning.

-        Elaborating the factors abandoning the teachers to implementing the standar of evaluating.

·       Rationale

The implementation of standard of evaluation should be done by teacher. It is interesting to know that the teacher follow the instruction. Research should be conducted to know the implementation of the rule. Instrumen is needed to gather the data from teacher activity in school.

·       Limitations of the Study

This study will be limited as follows:

-        The teacher is the teacher of physics

-        The data will be only gather from the target school

B.    Literature Review

Educational evaluation is the evaluation process of characterizing and appraising some aspects of an educational process. There are two common purposes in educational evaluation which are, at times, in conflict with one another. Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a measure of performance for marketing purposes. Educational evaluation is also a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning they are endeavoring to facilitate.

The Joint Committee on Standards for Educational Evaluation published three sets of standards for educational evaluations. The Personnel Evaluation Standards [1] was published in 1988, The Program Evaluation Standards (2nd edition) [2] was published in 1994, and The Student Evaluations Standards [3] was published in 2003.

Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote evaluations that are proper, useful, feasible, and accurate. The propriety standards require that evaluations be conducted legally, ethically, and with due regard for the welfare of evaluatees and clients involved in. The utility standards are intended to guide evaluations so that they will be informative, timely, and influential. The feasibility standards call for evaluation systems that are as easy to implement as possible, efficient in their use of time and resources, adequately funded, and viable from a number of other standpoints.

The accuracy standards require that the obtained information be technically accurate and that conclusions be linked logically to the data.

The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. The feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal. The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results. The accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine worth or merit of the program being evaluated.

The Propriety standards help ensure that student evaluations are conducted lawfully, ethically, and with regard to the rights of students and other persons affected by student evaluation. The Utility standards promote the design and implementation of informative, timely, and useful student evaluations. The Feasibility standards help ensure that student evaluations are practical; viable; cost-effective; and culturally, socially, and politically appropriate. The Accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance.

C.    Methodology

·       Population

Population of this research is all of teachers from the target school.

·       Sampling

Samples of this research are all of physics teachers from the target school.

·       Data Collection Techniques

The data will be collected using the instrument that develop by the researchers

·       Variables and Measures

Independent Variable
The independent variable in this study is the result of interviews of teachers.

Dependent variables

The dependent variable in this study is the evaluation standard

·       Techniques of Data Analysis

The data will be analyze as follows:

- Tabulating and Interpolating data.

- Elaborating the data with percentage technique

- The dependability between study determinant used technique of band analysis.

- Data Analysis uses relevant statistic

- Factor Criterion is determined by using rubric

·       Authencity of Method

This research is follow from the research of mapping the eduaction year 2011 conducted by Alkhafi M. Siregar.

D.    Schedule

No	Activity	Agt				Sept				Oct				Nov				Dec
		1	2	3	4	1	2	3	4	1	2	3	4	1	2	3	4	1	2
1	Preparing
	- Looking for Internet Resources
	- Reading Book
	- Searching Journal
	- Making Proposal
	- Approving Proposal
2	Implementing
	- Visiting the school
	- Collecting Data
	- Analizing Data
	- Interpreting Data
	- Rechecking Data
3	Reporting

E.    Budget Estimation

·       Remuneration to Researchers                             : Rp.     300.000,-

·       Transportation Cost                                            : Rp.     200.000,-

·       Stationary                                                                        : Rp.     150.000,-

·       Typing, Printing and Binding of Reports                       : Rp.     250.000,-

·       Contingencies/Other Expenses                           : Rp.     100.000,-

·       Total                                                                    : Rp. 1. 000.000,-

           

List of References

Arikunto, Suharsimi. 2007. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Bassey, M. 1999. Case Study Research in Educational Settings,  Buckingham: Open University Press

Beijaard, D., Meijer, P. C., Morine-Dershimer, G and Tillema, H., 2005.  Teacher Professional Development in Changing Conditions, Dordrecht: Springer.

Daryanto, H. 2001. Evaluasi Pendidikan. Jakarta: Penerbit Rineka Cipta

Holyoak,K. J. and Morrison, R. G., 2005. The Cambridge Handbook of Thinking and Reasoning, Cambridge: Cambridge University Press. 

Mingat, A., Tan, J. P., and Sosale, S., 2003.  Tools for Education Policy Analysis, Washington: The World Bank

Sukardi, H. M. 2009. Evaluasi Pendidikan, Prinsip&Operasionalnya. Jakarta: Bumi Aksara