Teaching and Learning Evalution

CRITICAL BOOK REPORT

Compiled By:

Zulfan (4163312034)

MATHEMATICS DEPARTMENT

FACULTY OF MATHEMATICS AND SCIENCES

STATE UNIVERSITY OF MEDAN

2017
 FOREWORD

Praise the author turning to the presence of God because of mercy, grace, and
guidance that we can resolve this Report Critical Book well despite many flaws in it. And
also the author thanked to Lecturer Teaching and Learning Evaluation UNIMED course that
has given this task to the author.

The author keen critics of this book will be useful to add insight and our knowledge of
the summary and excellent and weaknesses in the book that criticized. The author also fully
aware that in this case there is a shortage and far from perfect. Therefore, the authors hope
their criticisms, suggestions and proposals for improvement in the future, because nothing is
perfect without constructive suggestions.

Hopefully the critics can understand this simple for anyone to read. If the critics who
have prepared this can be useful for our own as well as those who read it. Previous authors
apologize if there are errors words less pleasing and the author pleads criticism and
constructive suggestions from readers by improvements in the future.

Medan, October 15th 2017

Author

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 TABLE OF CONTENTS

Content

Foreword .............................................................................................................................. i

Table of Contents ................................................................................................................ ii

CHAPTER I PRELIMINARY .......................................................................................... 1

1.1 Background ................................................................................................... 1

1.2 Purpose.......................................................................................................... 1
1.3 Benefit ........................................................................................................... 1

CHAPTER II DISCUSSION ............................................................................................. 2

2.1 Introduction of Book ..................................................................................... 2

2.2 Concept of Book ........................................................................................... 2
2.3 Concept Explaination .................................................................................... 3
2.4 Introductory Theorem ................................................................................... 3
2.5 Similiars and Different Concept ................................................................... 4
2.6 The Deep of Theorem ................................................................................... 4
2.7 Completion of Task...................................................................................... 4
2.8 Advantages and Weakness of Book .............................................................. 4

CHAPTER III CLOSING .................................................................................................. 5

3.1 Summary ....................................................................................................... 5

3.2 Advise ........................................................................................................... 5

ATTACHEMENT ............................................................................................................... 6

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 CHAPTER I
PRELIMINARY

1.1 Background

The problem of measuring tools used by evaluators when conducting evaluation

activities is often confronted with issues of accuracy, consistency and stability so that the
measurement results obtained can accurately measure something being measured. This
instrument should indeed have accuracy when used. Consistent and stable in the sense of
not changing from one measurement time to another.

Data that lacks validity will result in biased conclusions, less appropriate to what it
should be, and may even be contrary to the prevalence. In order to develop the
instrument, a theory study, expert opinion and experience are sometimes required when
the operational definitions of the variables are not found in theory. Measuring tool or
instrument to be compiled it of course must have validity, so that data obtained from
measuring instrument that can be reliable, valid and called with validity.

1.2 Purpose

The purpose of writing this book criticism is:

1. Can explain the main points in the book.

2. Can summarize the contents of the book.
3. Can criticize the contents of the book.

1.3 Benefit

The benefits of writing this criticism are:

1. Can be used as guidance science education about Evaluation.

2. Can apply in everyday life.

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 CHAPTER II
DISCUSSION

2.1 Introduction of Book

In the Book of Educational Evaluation, there is an introduction aimed at introducing the

material before studying it further. While in the book Evaluation Learning, there is no
introduction in each chapter to facilitate the reader.

2.2 Concept of Book

In the book Evaluation of Education, Validity is a measure that indicates the validity level
or validity of an instrument. Principe validity is a measurement or observation which means
the reliability of instruments in collecting data. Instruments should be able to measure what
should be measured. So the validity is more emphasis on measurement tools or observations.
The validity of a test can be divided into:

1. Contents Validity

The degree of a test in which an evaluation test measures the scope of the substance
being measured.

2. Construct Validity

The degree to which a test measures a temporary construct.

3. Concurrent Validity

The degree to which a test score is associated with another score has been made.

4. Prediction Validity

The degree to which a test can predict how well the prospect of the planned task will
be.

In the book Evaluation of Learning, Validity is the suitability between test results with
criteria. That is, a test is said to be valid if the test measures what it wants to measure. There
are two types of validity:

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 1. Logical Validity

Logical validity refers to the condition for an instrument that meets the valid
requirements based on the reasoning result. There are two kinds of logical validity
that can be achieved by an instrument that is:

1) Content Validity is to measure certain specific goals that are parallel to the subject
matter or content provided.

2) The validity of construction is a test is said to have the validity of the construction
if the items that build the test measure every aspect of thinking as mentioned in
Special Instructional Goals.

2. Empirical Validity

Empirical validity cannot be done simply by arranging instruments on the ground

as well as logical validity, but must be proven through experience. Empirical validity
is divided into two types:

1) Validity exists now, experience is always about the past so that the experience data
is now there.

2) Predictability validity, a test is said to have predicted validity if it has the ability to
predict what will happen in the future.

2.3 Concept Explanation

In the book Evaluation of Education, only review the concept with explanations only, the
language used is also difficult to understand, whereas in the book Evaluation of Learning, the
explanation of the concept is short but the meter more deepened.

2.4 Introductory Theorem

In the Education Evaluation book there is an introduction as an introductory introduction

before talking about material, whereas in the book Evaluation Learning there is no
introduction of the concept.

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2.5 Similarities and Differences Concept

The similarity of the two concepts of this book is to equally explain the validity of the
accuracy of the interpretation resulting from test scores or evaluation instruments. The
difference is in the book Evaluation of Education, validity is divided 4 kinds. namely the
validity of the content, construct validity, the validity of the conclusion and the validity of the
prediction, whereas in the book Evaluation Learning is divided into 2, namely the validity of
logical and empirical validity.

2.6 The Depth of The Theorem

The most profound concept in explaining the material is the concept of the book
Evaluation of Learning, here is described starting from the sense and the formulas.

2.7 Completion of Task

In both of these books there are no questions about each sub-chapter.

2.8 Advantages and Weakness of Book

Advantage
Book 1 The discussion and the
problems in this book have
been described clearly.
Completeness of book data
is already complete, so the
book is worth reading.
Have preliminary sub-
chapter.
Weakness
If it is difficult to interpret
sentences translated.
The contents of this book
are not arranged
systematically.
Language is elusive

Book 2 Completeness of book data Not have preliminary sub-

is already complete, so the chapter.
book is worth reading. The contents of this book
Its material in a complete are not arranged
and clear. systematically.
The discussion and the
problems in this book have
been described clearly.

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 CHAPTER III
CLOSING

3.1 Summary

Based on my analysis of these two books, the best book to read is the book Evaluation
of Learning because in this book the material is clearly conveyed, the deepening of the
material in this book is also good so that readers can understand the contents of this book.

3.2 Advise

Realizing that the author is still far from the perfect word, in the future the authors
will be more focused and details in explaining about the criticism of the book above with
more sources - sources that can be in accountability.

The author also hopes that readers want to criticize books, such as scientific books,
novels, scientific papers, etc., because then we can understand the contents of the book
with more depth.

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ATTACHMENT