Program Evaluation Instructional Design

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3. Program Evaluation

The important form of evaluation is the evaluation of the course itself. This evaluation helps to asses whether the course objectives are being met – whether the program is doing what it was designed to do. In this study, evaluation can be shown as a final result of the learning process. Through the evaluation which contain several reports about the learning and teaching progress; teachers, school, and the other educators can analyze the better quality of teaching. Furthermore, according to Chelimsky 1997: 97-188 as cited in Hutchinson and Waters 1994, “evaluation is an aid to strengthen our practice, organization and programs. Evaluation helps to show how well the course is actually fulfilling the need.” Thus, evaluating a program helps to establish whether it is meeting its aims. Then the writer agreed that moreover course evaluation also plays a useful social role by showing the various parties involved teachers, learners or sponsors and so on that their views are important. Consistent with Alderson and Waters, 1983 as cited in Hutchinson and Waters, 1994, there are four main aspects of course evaluation. The aspects can be illustrated as follows. • What should be evaluated? • How can English specific program be evaluated? • Who should be involved in the evaluation? • When should evaluation take place? In the course evaluation, the writer assumes that teachers and team need to involve all those who contribute to the learning process in building the program as 22 satisfying and agreeable to the parties as possible. The origins of the course lie in satisfying and fulfilling needs. In addition, evaluation helps to asses how well the needs that have created demand for a course as being served.

4. Instructional Design

Instructional-design theory provides guidance on how to help people learn or develop in different situations and under different conditions. Instructional design includes rules about what to teach and how to teach materials. Nevertheless, instructional conditions are factors beyond the influence of the instructional designer that impact upon the effects of the methods of instruction. Conditions may include the nature of what is being learned the content, the learner, the learning environment, and the instructional development constraints e.g., time and money. Instructional-design theory, in attempting to provide guidance for people to help others learn, ought to state explicitly the conditions under which different methods should and should not be used. In instructional design, the writer lies on Kemp’s model. The Design of an Instructional System according to Kemp is divided into eight parts Kemp, 1977: 19-91. a. Goals, Topics, and General Purposes Those are about what the teachers want to accomplish in teaching each topic. All educational programs are based on broadly stated goals. Goals may be derived from three sources, in example society, students, and subject’s area. After recognizing goals, major topics should be listed. Topics would become the scope of the course program, the basis of instruction in curriculum. In the next step, the 23 planners usually list general purposes that express the planners’ own aims or purposes for the topic or unit. b. Learner Characteristics Learner Characteristics is about what factors that the teachers want to know about the student group or individual learners. Furthermore, the learner characteristic will affect the plan for their learning. Teachers must consider the academic factors number of students, academic background, grade point average, etc., social factors age, maturity, etc., learning condition, and students’ learning styles. c. Learning Objectives Learning objective is about what students should know or be able to do, or in what ways they should behave differently after studying the topic. Objectives should be measurable. Objectives for learning can be grouped into three major categories, such as cognitive, psychomotor, and affective. Cognitive domain includes objectives concerning knowledge, information, and thinking-naming, recognizing, predicting, etc. Psychomotor domain treats the skills requiring the use and coordination of skeletal muscles, as in physical activities of performing, manipulating, and constructing. Affective domain involves objectives concerning attitudes, appreciations, values, and all emotions. A single objective can involve learning in two or more domains. Attitudinal development may precede successful learning in the other domain. 24 d. Subject Content A teacher must choose subject contents that support each objective. Subject content comprises the selection and organization of the specific knowledge, skills, and attitudinal factors of any topic. e. Pre-Assessment Pre-Assessment is important to do because the teachers can find, first, to what extent each student has acquired the prerequisites for studying the topic. Second, to what extend of each student may have already mastered the subjects to be studied. f. Teaching Learning Activities and Resources The teachers must determine the most efficient and effective method for teaching. After that, teachers should select materials to provide learning experiences that will utilize the content associated with each objective. g. Supporting Services These services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan. Supporting services must be considered at the same time instructional plans are being made and materials being selected. h. Evaluation Evaluation is a step where the teachers are ready to measure the learning outcomes related to the objectives. Through the evaluation which containing 25 several reports about the learning and teaching progress; teachers, school, and the other educators can analyze the better quality of teaching. Figure 2.1 Kemp’s Model Kemp, 1977:9

5. Twelfth Grade Characteristic