Ms Timmy PPT On CIPP Model

I
C EVALUATION
MODEL P
P
 This model was created by Daniel L.
Stufflebeam, a professor at Western
Michigan University.
 Stufflebeam’s Model is widely known
as the Context-Input-Process-
Product (CIPP) framework.
CIPP EVALUATION MODEL

CIPP EVALUATION MODEL
 This model includes in the analysis not only
CONTEXT the inputs, process and outputs of a system
EVALUATION but also the content within which the
system operates.
Goals  The popularity of this model among
evaluators may be attributed to the
potential of the framework to provide a
Outcomes
PRODUCT CORE PLANS

EVALUATION
INPUT wide range of baseline data about the
VALUES EVALUATION
school system on a continuing basis as well
as on the impact of the curriculum on the
Actions
social environment.
 Both summative and formative evaluations
PROCESS
EVALUATION
with the intent for improvement of the
program, services or products.
“What needs to be done?”
 Is the process of scanning the environment to determine the threats and opportunities that may affect the system
under analysis.
 Form of macro analysis that provides information on the realities existing the environment that impact on the
CONTEXT curriculum.
 The purpose of this type of evaluation is to provide information for determining the resources used to meet the
goals of the program (Khawaja, 2001). The resources include time resources, human resources, physical
resources, infrastructure, curriculum and content for evaluating the quality of education at school.
 Aims to provide information to determine the availability and usage of human, physical and financial
resources needed by the educational system to meet program goals.
 It gives information on the weaknesses and strengths of the system in terms of its resources.
 Provides answers the questions regarding congruence or (lack of it) between the expressed
INPUT objectives of the curriculum.
1. School Mission and Vision
2. Curriculum Content
3. Strategies to be employed based on the curriculum design.
“How should it be done?”

 Provides information on many aspects of the implementation of the curriculum.
 Should be conducted during the pilot stage to detect minor and serious flaws in the program before
its wide-scale implementation in order to correct procedural defects.
 Stufflebeam’s proposed three strategies for Process Evaluation;
1. Detect or predict defects in the procedural design such as adequacy of resources and
PROCESS time schedule.
2. Provide information for programmed decisions such as conducting in-service activities.
3. Maintain a record of procedures as they occur such as instructional activities and other
management factors.
“Is it being done?”
“Did the project succeed?”

PRODUCT  The focus of the product is not on the student’s achievement of grades but the skills, attitudes,
knowledge, learning and abilities they attain which the student is going to use in life to benefit society.
 The aim of the school is to make the students productive so that they can stand on their feet in society.
(Scriven, 1994).
 Can provide indication on the extent of the attainment of the specific objectives expressed in the
designs.
CIPP MODEL
Types of Evaluation:
CONTEXT Evaluation- to determine objectives
INPUT Evaluation- to determine program design
PROCESS Evaluation- to control program operations
PRODUCT Evaluation- to judge and react to program alignments
YOU GOT IT?

FOR YOU TO UNDERSTAND BETTER ABOUT CIPP MODEL.
TAKE A LOOK AT THE DIAGRAM!
Imagine that the grey oval is the plate. On this plate, stand the Input,
Process and Product. If you move the Plate (Context), the entire pieces
(Input, Process and Product) will also move. This suggest that the three
elements – Input, Process and Product are all dependent on the
Context. Thus, the Context is the foundation of the entire curriculum
evaluation in CIPP model.
What does it mean?
This implies how important the Context in CIPP model. That is why there is a
term that comes from the CIPP model – Contextualization, that is before
evaluating the Input (school resources); Process (Teaching Learning
Process; instructional methods and approaches) and Product
(student performance from tests and other assessments), evaluators must
first consider the Context – the socio- economic and geographical of the
surrounding environment of the school.
IMPLICATIONS FOR APPROACH
STRENGHTS WEAKNESSES
 Easily applied to multiple evaluation situations  A blur between the evaluation and other
 Each area of evaluation can be conducted investigative processes such as needs
individually. assessments.
Comprehensive approach can be applied from Not a widely known or applied a other
program planning to program outcomes and models in the performance improvement
fulfillment of core values. field.
 Model is well established and has a long
history of applicability.

Ms Timmy PPT On CIPP Model

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I

CIPP EVALUATION MODEL

PRODUCT CORE PLANS

“How should it be done?”

“Is it being done?”

“Did the project succeed?”

CONTEXT Evaluation- to determine objectives

INPUT Evaluation- to determine program design

PROCESS Evaluation- to control program operations

PRODUCT Evaluation- to judge and react to program alignments

YOU GOT IT?

What does it mean?

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