model penilaian program

1. 1. Model tyler
2. pradigma penelian Metfessel
dan Michael
3. Model Provus
4. model logic
5. model kirkpatrick
KPN60504
by HIDAYATURRAHMAN SANI
M20211000351<>

2. 2
Model Tyler
 The Tyler Model is often referred to as
the ‘objective model’ because of it’s
objective or unbiased approach to
educational evaluation
 It emphasizes consistency among
objectives, learning experiences, and
outcomes
 Curriculum objectives indicate both
behavior to be developed and area of
content to be applied.

3. 3
 Tyler stated his curriculum logic in terms of four
questions which must be answered in developing any
curriculum and plan of instruction:
Example:
1. What educational purposes should the school seek to attain?
2 . What educational experiences can be provided that are likely
to attain these purposes?
3. How can these educational experiences be effectively
organized?
4. How can we determine whether these purposes are being
achieved?

4. These questions can be turned into a
four step process:
Stating Objectives
Selecting Learning Experiences
Organizing Learning Experiences
Evaluating the Curriculum

5. Tyler’s Four Principles or characteristic of
Teaching
1. Defining Appropriate Learning Objectives
2. Establishing Useful Learning Experiences
3. Organizing Learning Experiences to Have a
Maximum Cumulative Effect
4. Evaluating the Curriculum and Revising Those
Aspects That Do Not Prove to be Effective

6. Benefit of tyler model
Weakness of tyler model
This model will be able to determine and ratify the
organizational goals, the stages of program implementation,
the priority of the objectives and the assessment objectives.
not suitable for special assessments. This process will
be carried out repeatedly so that it reaches the
program objectives.

7. Metfessel and Michael's (1967) Assessment
Model which is based on programmatic is
deriver from Tyler’s assessment model. they
emphasize the influence o other factors that
may accor during until assessment process.
Metfessel and Michael's

8. The research paradigm of Metfessel dan
Michael
evaluation more qualitative in nature
case studies, classroom observations,meetings
diaring, and conversations.
Product- oriented approaches
Focus: goals and intructional

9. 8 major evaluation process: Metfessel dan Michael
1. Direct and indirect involvement of the total school community
2. Formation of a cohesive model of broad goals and spesific objectives
3. Transformation of spesific objectives into communicable form
4. Instrumentation necessary for furnishing measure allowing inferences about
program effectiveness
5. Periodic observation of behaviors
6. Analysis of data given by status and change measures
7. Interpretation of the data relative to specific objectives and broad goals
8. Recommendations culminating in further implementations, and in revisions
of broad goals and specific objectives

10. Static- characteristic approaches
• Conducted by outside experts who inspect outside the
program by examining various records
• Accreditation
Process where by an association of institutions sets up
criteria and evolution procedures for the purposes of deciding
whether individual institutions should be certified as
members in good standing of that association

11. Weakness
easy and concise, Emphasis on various
assessment processes and data collection
Benefit of Metfessel and Michael
a general and non-specific assessment
model

12. Model Provus
Provus defined evaluation as the process of agreeing upon program
standars, determining whether a discrepancy exists between some
aspect of the program and standards governing that aspect of the
program, and using discrepancy information to identify weaknesses of
the program.
Under the DEM( discrepancy evaluation model) is defined as the
comparison of an actual performan to a desire standar

13. What is the purpose of evaluation?
 His stated the purpose of evaluation is to determine whether to improve, maintain or terminate
a program (Gredler, 1996).
 His model is primarily a problem-solving set of procedures that seeks to identify weaknesses
(according to selected standards and to take corrective actions with termination as the option
of last resort
 With this model, the process of evaluation involves moving through stages and content
categories is such a way as to facilitate a comparison of program performance with standards,
while at the same time identifying standards to be used for future comparisons.

14. the provus method identifies four specific stages of
all program
the are:
 Program defination stage
 Program installation stage
 Program process stage
 Program product stage

15. Provus terminology defined
the following definitions will be useful in
understanding the valuation which
 enabling objectives
-Intervening behaviors /tasks which students must complete as a
necessary basis for terminal outcomes.
 Terminal outcomes
-the behaviors the clients are expected to demonstrate upon complication of
the program.
 Design criteria
- Contains a comprehensive list of program elements (input,process,
output) that become the standard of performance in stage 1.

16. Three imfortant basis phrases in the
Provus model:
 Discrepancy : mean differences
 Program performances: what extansion refers to as program
implementation,result, and/ or accomplishment
 Program design standard: mean objectives

19. Logic model

30. Kirkpatrick model

33. Benefit of kirkpatrick model
Weakness
assessing reactions to program participants and
providing responses in assessing the program and
getting input for suggestions for program improvement
from time to time
The participants' perceptions obtained continued
with study questions that revolved around the
suitability of the program such as aspects of content,
teaching and assignments.

34. Model comparison
1. Tyler model 7 Steps in assessment, Object: data but simple-general
and assessment is carried out continuously.
2. Metfessel and Michael's 8 Steps in the Assessment Step, Object:
factors but simple-general and assessment is carried out
continuously.
3. Provus model 5 steps in the assessment step object: achievements
in designing and improving the evaluation of programs that have
been carried out
4. Logic model: 5 Steps in the assessment Ojek: input, activity, output,
outcome, the impact of the “rod map” is clear and systematic
5. Kirkfatrick model using 8 Steps in process Objects: with the
response of the program, evaluate the program and get input for
backup program updates from time to time

35. Wassalamu’alaikum
Wr.Wb.
Thank you for your
nice attention.