UNDERSTANDING THE EVALUATION

TECHNIQUES IN THE PROCESS OF

EVALUATION AND DOING THE EVALUATION
PRACTICE
(THE PROCESS OF PRE TEST, EVALUATION,
LEARNING OUTCOME, AND POST TEST)

FRISTZY CLAUDIA PERMATASARI

SOLIDA FIRJATULLOH
DURROTUNNASIHAH
• Pre Test

• The Process of Evaluation

• Learning Outcome

• Post Test
PRE TEST

• One of the first steps in a clinical trial is the allocation of

patients to treatment groups. The most important principle
in subject allocation is that subjects are randomized into
treatment groups without bias, but not necessarily leading
to groups that have similar baseline (Altman and Dore,
1990)
EVALUATION

• Evaluation is a systematic process which involves gathering

information and giving feedback on the way the program
works so that improvements can be made in an ongoing
way.
 THE PROCESS OF EVALUATION

• Classroom Evaluation
two major functions can be pointed out for classroom
assessment:
1. to show whether or not the learning has been successful
2. to clarify the expectations of the teachers from the
students
Assessment is a process that includes four basic components:
• Measuring improvement over time.
• Motivating students to study.
• Evaluating the teaching methods.
• Ranking the students' capabilities in relation to the whole
group evaluation.
Gensee (cited in Carter and Nunan, 2001) believes that another
purpose of evaluation is to guide classroom instruction and
enhance student learning on a day-to-day basis. Classroom
assessment and evaluation concerns:
• Suitability of general instructional goals and objectives
associated with an individual lesson or unit plans;
• Effectiveness of instructional methods, materials and activities
used to attain instructional objectives;
• Adequacy of professional resources required to deliver
instruction.
INSTRUCTIONAL PLANS FOR THE
CLASSROOM

particular part of instructional plans that are useful in

classroom assessment and evaluation can briefly be
considered as:

• Content
• Organization
• Materials and equipment
• Activities and roles
PROCESS OF EVALUATION

• the teacher must describe the information that he will need

to make particular judgments and decide when and how to
obtain the information.
• the teacher obtains and analyses the required information.
• the teacher makes judgments and communicates those
decisions to relevant sources.
LEARNING OUTCOME

• A learning outcome is a written statement of what the

successful student/learner is expected to be able to do at
the end of the module/course unit, or qualification.
THE ADVANTAGES OF LEARNING
OUTCOMES

• for the course and module designer

• Benefits for quality assurance and standards
• Benefits for learners and employers
• Benefits for national and international educational
transparency
POST TEST

• Post test is a test given to students after completion of an

instructional program or segment and often used in
conjunction with a pretest to measure their achievement
and the effectiveness of the program.
• Post test is a test taken after a programmed, course, etc.,
and designed to measure its value or effectiveness (usually
by comparing the results with those of a test taken before
such training).
• Post-test is designed to measure students’ growth in
knowledge and/or skill over the course of a unit of study or
grading period. Post-test can be helpful to teachers in
determining growth toward achievement on specific
standards or a blend of standards within a course.
• Post-test is only appropriate when the teacher can
reasonably anticipate that most students possess enough
knowledge and skill.
THE ADVANTAGES OF POST TEST

• This design is an improvement on pre-experimental designs

in that we can determine whether there is a change in
behavior and outcomes after intervention and thus
decrease the chances of confounding due to other factors.
Thus, there is considerable confidence that any differences
between intervention group and control group are due to
the intervention.