A. Concept of Implementation in Educational Supervision and Evaluation Programs
1. Implementation is the systematic and continuous process of executing policies or plans to achieve set goals. In education, the implementation of supervision and evaluation ensures the achievement of educational objectives.
2. Program implementation involves three key elements: the program as a reference, the target group as the focus, and the implementers of the program. According to Siagian, the principles of implementation include detailed planning, task assignment, monitoring execution, and reviewing results for future improvement.
3. Evaluation requires clear criteria as a guide for assessment, based on four key concepts: utility, feasibility, property, and accuracy. The AEA's guiding principles highlight five core values: systematic inquiry, competence, integrity/honesty, respect for people, and public responsibility. These principles aim to ensure that evaluations are conducted professionally, ethically, and in ways that benefit society and stakeholders.
4. Government Auditing Standards require auditors to possess competence, integrity, objectivity, and independence throughout all stages of the audit---from planning to reporting. Auditors must serve the public interest with honesty, fact-based judgment, nonpartisanship, and freedom from conflicts of interest. The standards are divided into eight chapters, several of which are directly relevant to program evaluation, particularly in terms of professional conduct and accountability.
B. Program Preparation, Planning, and Evaluation
1. Before the implementation of educational supervision and evaluation, the evaluator must conduct thorough preparations, including formulating the evaluation plan, designing instruments, validating them, determining the sample, and ensuring a shared understanding among evaluators. The choice of evaluation model is adjusted to the objectives and success criteria of the program, as these form the main basis for developing and selecting the appropriate evaluation instruments.
2. The development of evaluation instruments is done through several stages: formulating the instrument's objectives, designing the outline based on the variables to be evaluated, developing the items for the instrument, and editing them to ensure they are systematic and easy to use. Once completed,
3. Conversely, if all members of the population are used as data sources, this method is called the population method
C. Implementation of Educational Supervision and Evaluation
1. Educational evaluation serves to assist decision-making regarding a program. Decisions based on evaluation re disults may include program termination, revision, continuation, or publication. The primary audience for evaluation results includes those involved in the program, such as planners, administrators, and sponsors, who use the evaluation results to confirm the success or modification of the program.
