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MODEL PENILAIAN Menurut Laura H. Hansen dan Dathan D.

Rush (2008) model untuk menilai

pembangunan profesional mula dikembangkan oleh Kirkpatrick. Empat elemen yang dicadangkan iaitu reaksi, pembelajaran, tingkahlaku dan keputusan. Kemudian pengkaji-pengkaji lain telah menambah dan menghuraikannya, antaranya ialah Guskey. Ringkasan model Kirpatrik adalah seperti berikut. \

Level of Evaluation Level 1: Reaction/satisfaction Level 2: Knowledge Level 3: Use of knowledge/behavior Level 4: Consumer outcomes

Definition Participants satisfaction with aspects of the professional development opportunity Participants change in knowledge, ability, or attitudes as a result of the training Participants ability to use behavior they learned in the training during real situations on the job or in life Effects for the consumers, including parents, children, colleagues, and/or child care providers

Guskey (2002) telah menyediakan kerangka untuk menilai pembangunan profesional guru dalam artikelnya yang bertajuk Educational Leadership yang telah memenangi anugerah (Niki, Christina dan Ismail 2009 ). Lima elemen penting yang yang dicadangkan oleh Guskey iaitu (i) reaksi guru, (ii) pembelajaran guru, (iii) sokongan dan perubahan organisasi, (iv) penggunaan pengetahuan dan kemahiran baru, (v) hasil pembelajaran pelajar. Guskey (2002)

menekankan pentingnya membuat pusat penilaian untuk merekabentuk pembangunan profesional untuk meningkatkan kejayaan. Model penilaian CIPP yang dicadangkan oleh Stufflebeam juga menggunakan pendekatan yang sama.. Komponen yang harus disertakan dalam pelaksanaan prapenilaian meliputi ciri-ciri peserta, ciri-ciri organisasi. dan sifat aktiviti latihan (Katherine, Deborah & John 2003 ). Ringkasan tentang model penilaian Guskey (2002) adalah seperti berikut

Evaluation Level

What Questions Addressed?

How Will Information Be Gathered

What is Measured or Assessed? Initial satisfaction with experience.

How Will Information Be Used? To improve program delivery and design

1. Participants Reactions

Did they like it? Was their time well spent? Did the material make sense? Will it be useful? Was the leader Knowledgeable and helpful? Were the refreshments fresh and tasty? Was the room the right temperature? Were the chairs comfortable?

Questionnaires administered at the end of sessions. Focus groups Interviews Personal learning log

2. Participants Learning

Did participants acquire the intended knowledge or skill?

Paper an d pencil instruments Simulations and demonstrations Participant reflections (oral and/or written Participant

New knowledge and/or skills of participants

To improve program content, format, and organization

portfolios Case study analysis 3. Organization support and change What was the impact on the organization? Did it affect organizational climate or procedures? Was implementation advocated, facilitated, and supported? Was the support public and overt? Were problems addressed quickly and efficiently? Were sufficient resources made available? Were successes recognized and shared? Did participants effectively apply the new knowledge and skills? District and school records Minutes from meetings Questionnaires Focus groups Structured interviews with participants and school or district administrators Participant portfolios The organizations advocacy, support, accommodations, facilitation and recognition To document and improve organizational support To improve future change efforts

4. Participants use of new knowledge or skills

Questionnaires Structured interviews with participants and their supervisors Participant reflections (oral and/or written) Participant portfolios Direct observations Video or audio

Degree and quality of information

To document and improve the implementation of program content

5. Student Learning Outcomes

What was the impact on students? Did it affect student performance or achievement? Did it influence students physical or emotional wellbeing? Are students more confidents as learners? Is student attendance improving? Are dropouts decreasing?

tapes Student records School records Questionnaires Structured interviews with students, parents, teachers, and/or administrators Participant portfolios

Student learning outcomes: 1. cognitive (performance and achievement) 2. affective ( attitudes and dispositions) 3. psychomotor (skills and behavior)

To focus and improve all aspects of program design, implementation, and follow-up To demonstrate the overall impact of professional developement

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