Knowing What's What and Why : Developing Effective University Classroom Evaluation Systems  

Oleh:

Phillips, John ; Mukarto, F.X.

Jenis: Article from Journal - ilmiah nasional - tidak terakreditasi DIKTI - non-atma jaya
Dalam koleksi: Widya Dharma: Jurnal Kependidikan (Majalah Ilmiah Kependidikan) vol. 8 no. 1 (Oct. 1997), page 51-62.
Topik: university; effective university; evaluation systems

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: WW32.2 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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A fundamental assumption of planning change is that the change agents know what needs to be changed and why. Developing university classrooms to improve the instrucutional process sufficient to meet the needs of the global environment cannot be accomplished in any meaningful way until we systematically gather information on the current system. Our concern is with evaluation of the educational process derived from the key participants in the learning process, the students and teachers, as such information is invaluable to understanding how instruction is being experienced before any attempt is made to institute change. However, this information is even more important to the participants int hat it is at the classroom level that real change and real development occurs. Furthermore, by consciouly reflecting on instruction as experienced, all those involved can focus on the need for specific changes in order to make better micro - decisions about improving educational quality. Even if such information gathering does nothing more than confirm what one experience and judgemenets have told us need to be done, we still benefit from consciously focusing on the process. Finally, it goes without saying that each individual instructor can and does ask students to evaluate courses. This kind of evaluation system helps individual instructors to develop better instructional strategies, but there is often little time and opportunity for this kind of information to be spread more widely so tha tall instructors might benefit of information to be spread more widely so that all instructors might benefit from it. Furthermore, the absence of systems prevents the data from being used to develop the university at large. Evem instrucotrs find it difficult to analyze the data they collect systematically as they often have five or siz classes with as many as 60 students in each one. So individual data collection while potentially helpful may sit in a drawer until the mythical day arrives when the instructor has time to analyze it. In the meantime, life and classroom instruciton proceeds without systematic change. For these reasons, we are developing an evaluation system that can be used in multiple contexts, can be gathered and analyzed systematically, and can be used to make informed decisions on development strategies fromt he top down to the individual class. For now we are using amodel of course evaluation some of you may have experienced as it is quite a common feature in major universities and colleges worldwide. Whatever relevant experiences you have had in the past, we would ask you to reflect on what we have attempted to achieve here and assist us in deviding even better means to accomplish our goals.

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