Menunda dan memperlambat pencapaian tujuan.

Membuat tujuan dan harapan yang tidak realistis

Berfokus pada tugas lain dibandingkan tujuan

Mencapai tujuan atau hasil yang diinginkan

Context, Input, Process, Product

Content, Information, Process, Product

Concept, Input, Process, Product

Context, Input, Process, Progress

Evaluasi formatif adalah asesmen yang dilakukan satu kali setelah selesai melaksanakan suatu projek.

Evaluasi Formatif mengabaikan feedback dan bepegang pada renana awal yang sudah disusun sebelumnya.

Evaluasi formatif meliputi pengumpulan umpan balik dan membuat keputusan saat proses pemberian layanan untuk mencapai tujuan yang optimal.

Evaluasi formatif hanya diperlukan pada kegiatan berskala kecil

Menyediakan data umpan balik saat proses pemberian layanan.

Memprediksi trend hasil penilaian peserta didik.

Melakukan penilaian secara menyeluruh tetang efektivitas program layanan di akhir periode.

Mengukur progres belajar siswa

By comparing expected outcomes with actual results to identify discrepancies.

By ignoring discrepancies completely

By assuming all outcomes are accurate

By randomly selecting outcomes

Inconsistent progress tracking

Unmeasurable outcomes

Specific goals, measurement scale, target levels, progress evaluation

Vague goals

The CIPP Model is not applicable to real-world program evaluation

The CIPP Model evaluates programs based on Creativity, Innovation, Planning, and Performance

The CIPP Model focuses only on the final outcome of programs

The CIPP Model provides a structured approach to evaluating programs by considering Context, Input, Process, and Product.

Formative Evaluation is only suitable for assessing the final product

Summative Evaluation is more cost-effective than Formative Evaluation

Formative Evaluation allows for real-time adjustments and focuses on the learning process, while Summative Evaluation assesses the final outcome or product at the end of a learning period.

Formative Evaluation focuses on the final outcome, while Summative Evaluation allows for real-time adjustments

Assessing students' physical fitness levels in relation to academic performance.

Using standardized test scores to evaluate student progress.

Comparing students' grades with their friends' grades.

Comparing students' expected performance with their actual performance.

Setting vague goals is crucial in Goal Attainment.

Ignoring goals altogether is beneficial in Goal Attainment.

Having ambiguous goals is key in Goal Attainment.

Setting clear goals is important in Goal Attainment.

Adjust the Context, Input, Process, and Product components

Revise the Input and Product components

Modify the Input, Process, and Product components

Change the Context and Process components

Formative evaluation focuses on improvement throughout the learning process, while summative evaluation assesses the final outcome.

Formative evaluation assesses the final outcome

Summative evaluation focuses on improvement throughout the learning process

Formative evaluation is only done at the end of the learning process

Standardized evaluation criteria, quantifying qualitative data, potential bias, expert knowledge

Lack of resources

Inadequate training

Limited time constraints

Ignore stakeholders in all evaluations

Engage stakeholders in Context, Input, Process, and Product evaluations.

Only involve stakeholders in the Context evaluation

Conduct evaluations without stakeholder input