The document outlines the principles of learning evaluation with a focus on educational objectives in Indonesia, particularly the aim of fostering 'Pancasila human'. It discusses the importance of formulating institutional and curricular objectives to align with national educational goals, as well as the instructional objectives that guide teachers and students. Moreover, it emphasizes the role of measurement, valuation, and evaluation in the educational process, including their functions and characteristics.

1. CHAPTER I
BASIC PRINCIPLES OF LEARNING
EVALUATION
Juwita Sitorus
4113332002

2. A.
The characteristic of Education Objective
Each country exactly have the goal about their
citizen that will be directed. The goal of Indonesia nation
is to form Pancasila human for all of citizen. All of
institution or education institute must direct all of
activities for objective achiever in school. This is called
general objective education which printed explicitly in
Garis-garis Besar Haluan Negara.
The objective of national education have function
as frame of reference for the next become instructional
objective.

3. General objective formula are :
“Improvement in education field based on Pancasila
philosophy and directed to form human building which
have Pancasila and to form Indonesia human who have
healthy in physical and spiritual, have knowledge and
skill, able to develop the creativity and responsibility,
able to develop the democration attitude and solidarity.
Able to develop the high intelligent and glorious
character, loving their nation and loving each people
agree with UUD 1945”.

4. To be able to fill the expectations of achievement mastery
in this curricular program, formulated for every field of
study.
1. Instutional purpose is the purpose from every institute
or department. Every institute has been planed that
suitable with the alumnus expectation.
2. Curricular purpose is the purpose for every field of
study, for example:
And so on which will be different from one field of study
to another institute level. But between the purposing of
curricular in institute there is relation with another
curricular purpose institute.

5. 3. Every purpose, both instutional and curricular goals is
always a donation for reaching the general goals, namely:
national education goals.
There are 2 types the instructional goals, namely:
1. General instructional objectives.
2. Specific instructional objectives.
In planning the learning system that will be done, the first
step is making the instructional objective. The
instructional objectives are:

6. 1. Teacher have direction for:
 Choosing subject
 Choosing learning procedure (method).
2. Student understanding the learning direction.
3. Every teacher knowing the assignment limit and their authority
in teaching a topic, so that the possibility to make gap or overlap
between teacher is decreased.
4. Teacher have standard when giving value on student progressive
learning.
5. Teacher as executor and as decision maker have criteria to
evaluate the quality or the learning efficiency.

7. Before learning, the student can’t make specification table. After
learning, they can make specification table. In realization of new
system, for example module learning system or complete learning
strategy, the instructional objective had known by the student
before learning.
The steps for forming the special instructional objectives are:
 Making some TIU (Purpose of general instructional) for every
subjects that teached. In Curriculum 1975 and 1984, TIU in lines
of teaching program. To make the formula used the common
verbs and can’t be measured because the change of attitude in
human (intern).

From each TIU explained to be some TIK that clear formulation,
specific, can be observed, measured, and showing the change of
attitude.

8. Examples of TIU formulation are:
 Understanding the evaluation theory.
 Knowing the different of score and value.
 Understanding how to find the validity.
 Comprehend fully the purposes to following
theuniversity lecture correctly.
 Respect the honesty student in doing the test.
1. Final attitude
Final attitude is character that found after someone
following the study process. In there, the attitude must
show in action that can be observed and measured.

9. 2. Operational words
a. Cognitive domain: levels and corresponding action verbs
1) Knowledge
2) Comprehension
3) Application
4) Analysis
5) Systhesis
6) Evaluation
b. Affective domain; learning levels and corresponding
action verbs.
1) Reesiving
2) Responding
3) Valuing
4) Organization
5) Characterization by value complex

10. c. Psychomotor domain
1) Muscular or motor skills
2) Manipulation of materials or object
3) Neuromuscular coordination
The general objective of instructional can be formulated on formula
that explaining:
a. Materi that learned
b. Attitude which showing the result
c. Achievement process
B. Meaning of measurement, Valuation, and Evaluation
 Measurement is comparing something by one standard, this is
quantitative measurement.

11. 

Valuation is taking a decision with something by good or bad,
this is qualitative measurement.
Evaluation is containing both of the way above, namely
measuring and valuating.
1. Educational Valuation
If school is feed as place to process something and student
candidate is feed as raw material so the graduated from the school
can be equal with technology, so place of processing called
transformation.
If described on diagram shape will be seen as follow:
 Input
The raw material that entered into transformation
 Output
The product that resulted by transformation, as an alumnus in this
case.

12. Transformation
Transformation is machine which used to change the raw material
become product material, in this case the meaning of
transformation is school. Raw material that expected is alumnus
who is determined by some factor as the result of unsure that exist.
Unsure that have function as determine factor in school activities
are:
a. Student itself
b. Teacher and other person
c. Teaching Method and Evaluation system
d. Infrastructure
e. Administration system


13. Feed Back
Meaning of feed back is all of good information that concerned
with ouput or transformation. That’s why the values in school have
many aspect that commonly shown by student, alumnus and
education process fully.

2. The objective or function of valuing
The values as selective function
The values itself have many objectives, such as:
 Choosing the student who can be accepted in certain school.
 Choosing the student who can be entered to the next class.
 Choosing the student who must be gotten a scholarship.
 Choosing the student who have competence to leave the school.
a.

14. The values as diagnosis function
By valuing, actually teacher making diagnosis process for student
about the goodness and the weakness. By knowing the causes of
this weakness will be easy to find the problem solving.
b.
The values as placing function
Determining exactly in where group a student is placed, and used a
valuing.
c.
The values as succes rule function
The fourth functions of this values are to know how the program
success including.
d.
3. Characteristic of valuing and education
o Valuing is done indirectly.
o Using the quantitative measurement.

15. o
o
o
Using the stability unit.
Relative
Have mistaken frequently.
The source of mistake can be gotten from many factors,
that are:
1) Based on the measure rule
2) Based on the person who making value.
3) Based on the student who is valued.
4) Based on the condition where the valuing exist.