EVALUATING A PERFORMANCE ASSESSMENT PROGRAM FOR JUNIOR HIGH SCHOOL TEACHERS IN GORONTALO

ABSTRACT: This research set aims to evaluate the assessment program of junior high school teacherperformances in Gorontalo, which included policy supports, assessment program resources, implementation, andoutcomes. This research used an evaluation approach with a descriptive method with the CIPP (Context, Input,Process, Product) model. Data were analyzed using a qualitativedescriptive method. Findings indicate that (1)Policy supports for the assessment program of junior high school teachers encompassed the distribution of targetareas for school supervisors, activation of principals’ work deliberation (MKKS), school supervisors’ workdeliberation (MKPS), subject teachers’ work deliberation (MGMP), and application of online teacherperformance assessment, (2) Teachers, principals, accessors, and school supervisors had poor ideas of what ateacher performance assessment concept was, (3) The implementation of junior high school teacher performanceassessment was not aligned with the standard procedures and the supervision did not meet the standard as well,(4) The teacher performance assessment resulted in a mean existing in the criteria good. Teachers whose statueswere upgraded in less than five years increased in number but in regard to scientific article writing, theiractivities were considered low. That situation generates a low level of the performance assessment programobjective achievement of junior high school in Gorontalo.

Keywords: Teacher Performances, CIPP Research Model, Teacher Performance Assessment Program