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CIPP

The document discusses program evaluation and the CIPP (Context, Input, Process, Product) model. It describes the four components of the CIPP model: 1) Context evaluation assesses needs and determines program goals. 2) Input evaluation examines resources and strategies to achieve goals. 3) Process evaluation monitors implementation and identifies strengths and weaknesses. 4) Product evaluation determines if goals were achieved and measures program outcomes and effectiveness. The CIPP model provides a systematic framework for conducting evaluations at different stages to improve program quality and judge overall value.

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172 views

CIPP

The document discusses program evaluation and the CIPP (Context, Input, Process, Product) model. It describes the four components of the CIPP model: 1) Context evaluation assesses needs and determines program goals. 2) Input evaluation examines resources and strategies to achieve goals. 3) Process evaluation monitors implementation and identifies strengths and weaknesses. 4) Product evaluation determines if goals were achieved and measures program outcomes and effectiveness. The CIPP model provides a systematic framework for conducting evaluations at different stages to improve program quality and judge overall value.

Uploaded by

ct hajar turemen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Ø Making judgments about the desirability of certain changes in

students and using that info to change teaching and the


curriculum.
Ø Tyler (1950) : The process of determining to what extend
educational objectives are being attained.
Ø Borg & Gall (1983) : The process of making judgement about the
merit, value or worth of educational program, projects, materials
and techniques.
Ø Stufflebeam et al. (1971) : The process of delineating, obtaining
& providing useful info for judging decision alternatives
Scriven (1967)
Ø FORMATIVE EVALUATION
− On-going program
− Program improvement
− Provide data about educational program (to assist
developer in improving the program

Ø SUMMATIVE EVALUATION
− Done at the completion of a program
− Concern with overall effectiveness of the program
− Provide data to determine the worth of the program
ü Are the program (curriculum) meeting existing or expected
needs?

ü Does the program contain extraneous and outdated materials?

ü Are the students able to perform adequately once they finish


their study?

A comprehensive evaluation framework or model is necessary to


achieve a systematic, effective and efficient evaluation.
• Program evaluation model which was
developed by Daniel Stufflebeam and
colleagues in the 1960s.
• An evaluation model that requires the
evaluation of context, input, process
and product in judging a program’s
value.
• Is designed to systematically guide both
evaluators and stakeholders in posing
relevant questions and conducting
assessments at the beginning of a
project, while it is in progress, and at its
end.
Ø Assess the overall environmental readiness of the project,
examine whether existing goals and priorities are attuned to
needs, and assess whether proposed objectives are sufficiently
responsive to assessed needs.
Ø Refers to as “needs assessment”.
§ Needs → A discrepancy between an existing condition and
desired condition
Ø Evaluation of context includes:
§ Environment
§ Students
§ Background
§ School climate
§ Goals and objectives of offering the program, etc
What needs to be
done?

Ø Assess the overall environmental readiness of the project,


examine whether existing goals and priorities are attuned to
needs, and assess whether proposed objectives are sufficiently
responsive to assessed needs.
Ø Refers to as “needs assessment”.
§ Needs → A discrepancy between an existing condition and
desired condition
Ø Evaluation of context includes:
§ Environment; Students; Background; School climate; Goals and
objectives of offering the program; etc
ü What is the relation of the course to other courses?
ü Is the time adequate?
ü What are critical or important external factors?
ü Should courses be integrated or separate?
ü What are the links between the course and research/extension
activities?
ü Is there a need for the course?
ü Is the course relevant to the job needs?
How should it be
done?

Ø Concerns judgement about resources and


strategies needed to accomplish program goals and objectives
Ø Refers to the ingredients of the curriculum
Ø This includes the quality of:
§ The curriculum and syllabus
§ Students
§ Teachers
§ Staffs
§ Facilities and infrastructures
§ etc.
ü What is the entering ability of students?
ü What are the learning skills of students?
ü What is the motivation of the students?
ü What are the living conditions of students?
ü What is the students’ existing knowledge?
ü Are the aims suitable?
ü Do the objectives derives from aim?
ü Are the objectives ‘smart’?
ü Is the course content clearly defined?
ü Does the content match student abilities?
ü Is the content relevant to practical problems?
ü What is the theory/practice balance?
ü What resources/equipment are available?
ü What books do the teachers have?
ü What books do the students have?
ü How strong are the teaching strategies of the teachers?
ü What time is available compared with the workload, for preparation?
ü What knowledge, skills and attitudes, related to the subject, do the
teachers have?
ü How supportive is the classroom environment?
ü How many students are there?
ü How many teachers are there?
ü How is the course organize?
ü What regulations relate to the training?
Is it being done?

Ø Refers to the ways and means of how the curriculum has been
implemented - Involves the collection of data once the
program has been designed and put into operation
Ø Monitors the project implementation process.
Ø Assess the extent to which participants accept and carry out
their roles.
Ø Data which is collected over a period of time is useful in
detecting strengths and weaknesses of the program
Ø Process including:
§ Teachers’ methods
§ The facilities used
§ The students performance, etc.
ü What is the workload of the students?
ü How well/actively do students participate?
ü Are there any problems related to teaching?
ü Are there any problems related to learning?
ü Is there an effective 2-way communication?
ü Is knowledge only transferred to students, or do they use and apply it?
ü Are there any problems which students face in using/ applying/
analysing the knowledge and skills?
ü Are the teaching and learning process continuously evaluated?
ü Are the teaching and learning affected by practical/institutional
problems?
ü What is the level of cooperation/interpersonal relations between
teachers and students?
ü How is discipline maintained?
Did the project
succeed?

Ø To determine the extent to which the goals of the program have


been achieved.
Ø Measure, interpret, and judge a project’s outcomes by assessing
their merit, worth, significance, and probity.
Ø Ascertain the extent to which the needs of all the participants
were met.
Ø Data collected can be used to make decisions about the
program and making modifications for improvement.
Ø This can be done through feedback from former students or
graduates, employers and the society.
ü Is there one final exam at the end or several during the course?
ü Is there any informal assessment?
ü What is the quality of the assessment?
ü What are the students’ KSA levels after the course?
ü Is the evaluation carried out for the whole process?
ü How do students use what they learned?
ü How was the overall experience for the teachers and for the students?
ü What are the main ‘lessons learned’?
ü Is there an official report?
ü Has the teacher’s reputation improved or been ruined as a result?
INPUTS PROCESS PRODUCTS

CONTEXT
2018-11-13

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