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a To stimulate learners’ activities in achieving educational
program. b
To seek and find the causal factors of learners’ success in an educational program.
To sum up, the purpose of evaluation is to know to what extent success learners have achieved during a particular period so that
teacher can make decision about it. Teacher can tell learners’ lacks thus they can make improvement, for instance by replacing learning
method or reexplaining learning materials learners have not understood.
c. Principles of Learning Outcomes Evaluation
According to Suharsimi Arikunto 2009: 24, there are one general principle of evaluation, which is tringulation or interrelation among three
components namely:
1. Learning objectives
2. Learning activity
3. Evaluation
The triangulation is illustrated by Suharsimi 2009: 38-40 with the following diagram :
Objectives
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Learning Evaluation
Figure 1. Triangulation The explanation of the interrelation among three components is as follows:
1 The relationship between learning objectives and learning activity
Learning activity planned in the form of lesson plan written by teacher refers to the objectives which are going to achieve. The arrow
showing the relationship between both directs towards the objectives. It means that learning activity orientates towards learning objectives, yet
directs from learning objectives towards learning activity, showing direction from learning objectives towards learning activity afterwards.
2 The relationship between learning objectives and learning
evaluation. Evaluation is collecting data to measure to what extent the learning
objectives have been achieved. The arrow directs learning evaluation towards learning objectives. The preparations for evaluation tool refers to
the learning objectives already determined. 3
The relationship between learning activity and learning evaluation.
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Besides referring to learning objectives, learning evaluation must refer or be suited to the learning conducted. For example, if learning
activity conducted by teacher emphasizes on skill, the evaluation had to measure learners’ skill level, not their knowledge instead.
Anas Sudijono 2011: 31 argues that the evaluation of learning outcomes is considered being successful if the implementation is based on
these three basic principles. a.
Holistic Principle Means that evaluation cannot be conducted separately, but
must be done completely, holistically, or comprehesively. b.
Sustainability Principle Means that evaluation must be conducted regularly and
repeatedly from time to time. c.
Objectivity Principle Means that in its implementation, evaluator must always think
and act properly, according to the reality, remain neutral. Daryanto 2007: 19 explains several principles evaluators
must consider when conducting evaluation such as. 1
Cohesion, evaluation planning must be determined at the time teaching unit is made so that it can be suited harmonically to
the instructional objectives and learning materials that will be presented.
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2 Learners’ involvement, learners need evaluation in order to
know how far they are successful in their active learning. 3
Coherence, evaluation must be related to the learning materials already delivered in the learning process and suited for areas
of skills will be measured. 4
Pedagogy, evalution is necessary to be implemented as an improvement of both attitude and behavior viewed from
pedagogic aspect. 5
Accountability, it is necessary to inform to what extent the succes of learning program is to the parties concerned with
education as accountability. Therefore, evaluation principle is not only about the
interrelation among learning objectives, learning activity, and evaluation but also about the students’ involvement in learning and
at last teacher will make accountability to the parties concerned so that they c
an tell students’ progress.
d. Techniques for Evaluating Learning Outcomes
