CIPP
evaluation model
The
CIPP Evaluation Model is a comprehensive framework for guiding evaluations of
programmes, projects, personnel, products, institutions, and systems. It is a
popular alternative to the Kirkpatrick / Kirkpatrick's
Learning Evaluation Model, and
is widely used around the world, especially by educational institutions.
The model was proposed by Stufflebeam
in 1983. The CIPP Model (Context, Input, Process, and Product) can be used for
both type of evaluation, summative and formative. The most important thing
about this model is that it provides the holistic view of every element by
evaluating context, input, process and output from each and every angle. With
the help of this model, evaluation can be done systematically, fulfilling the
general needs of evaluation. The important element which makes this model
different from other models is that it focuses on the context for the
evaluation of teaching learning and development process (Stufflebeam &
Shinkfield, 2007).
The
intention of this model is not to prove, but rather, to improve upon the
programme itself. The CIPP Evaluation Model may be applied to educational /
training programmes, to best determine the merit and worth of the training
programme, as well as to determine how to improve upon it.
4 main
aspects comprise the CIPP Evaluation Model are as follows:
1.Context evaluation
Context evaluation helps to assess
the needs and opportunities within a defined context or environment
(Stufflebeam & Shinkfield, 2007). The objectives of context evaluation are
to define, identify and address the needs of the target population, identify
the problems and assess if the goals are responsive to the desired needs or not
(Khuwaja, 2001; Stufflebeam, 2001). The different types of methods for the
evaluation of context include surveys, document reviews, data analysis and
interviews (Stufflebeam, 2003). Some questions that context deals with are the
following:
1.
Are the aims of the school suitable or not?
2.
Do the objectives generate from aims?
3.
Are the courses taught relevant to the aims?
4.
Is the school fulfilling social needs?
Example:
If an educational program is to be launched for the
learners with special needs. A thorough needs analysis is required before
the launch of the program. It is imperative
to understand the problems faced by these learners and the learning environment
should be tweaked to provide them with easy access to the learning tools .
2.Input evaluation
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. Some questions that come under
the context of input are:
1.
What are the different learning skills that students will gain?
2.
Is there any balance between the practical and theory work?
3.
What type of resources should the school use for effective teaching and
learning?
4. Are there science laboratories and library?
Are they well maintained?
5.
How are teachers using their teaching skills for effective teaching learning?
6.
Do the teachers have appropriate knowledge, skills and attitude for teaching?
EXAMPLE :
For input evaluation of an education program for
learners with special needs. The budget for the program , the schedule for the
classes, infrastructure , learning strategies, media, teaching staff etc.
Should to taken into consideration.
3.Process evaluation
Process evaluation focuses on the
running of the program and teaching learning processes. Implementation is a
phase in which the inputs are used in effective manner to achieve the desired
aims, objectives, goals of the product. The evaluator assesses the processes to
understand how the school is working and which processes are responsible for
better working and maintaining the quality of education. In this phase,
implementation decision are taken (Patil & Kalekar, 2014). Processes of the
school include systematic approaches, teaching learning activities, parent
teacher meetings, annual functions, co-curricular and extracurricular
activities; it also includes student’s board examinations based on both
summative and formative assessment (Print,1993). Process deals with the
following questions:
1.
Has ICT been used in many school practices?
2.
Are teachers and students of the school actively participating in different
activities?
3.
Is there effective two-way communication between administration, teachers and
other staff?
4. Can formative evaluation of teaching
learning process be done?
5.
Which types of activities are conducted in the school?
EXAMPLE :
If it is found that the learners with special needs
are not performing well in the tests. There is need to evaluate the process and
find out the reason.
This can be done by talking to these learners,
observing them in the class, interacting with the teachers, and having focused
group discussions.
4.Product evaluation
Product evaluation includes the
outcomes of the school. 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). Some important questions
with respect to Product for school evaluation are:
1.
What are the achievements of the students of the school in co-curricular and
extracurricular activities?
2.
What are the different summative and formative assessment strategies used by
the school?
3. How will students practically implement
what they have learned?
4. Are there registers for recording of
different activities of the students?
5.
How could quality of teachers and school reputation be improved?
EXAMPLE :
For the learners with special the data for product
evaluation would be gathered through instruments like test sheets, interview
sheets ,examination results, research outputs , publications, etc.
Conclusion
The
CIPP model deals with products or outcomes not only at the end but also at
different points during the beginning, implementation and designing of the
educational program. Outcomes are then mapped with objectives, weaknesses are
noted and expected changes are made for the betterment of the quality of
education (Sancer, Baturay & Fadde, 2013).
Conceptual framework
Figure 1. Conceptual framework of implementation of CIPP model for
quality evaluation
According to Figure 1, there are four
dimensions studied for quality evaluation at school level which focus on the
aspects of educational objectives, mission and goals, including the different
dimensions of context, input, process and product. Context refers to the need
and opportunities that defines the goals and objectives on the basis of which
the outcomes are attained. Input involves the resources, infrastructure,
curriculum and content needed to implement the teaching learning processes.
Process includes the teaching learning processes, evaluation and activities; it
includes all the processes that are necessary for the implementation of different
activities and their formative evaluation. Product evaluation involves skills,
values, attitudes and results that are needed to identify the outcomes and
effectiveness of the educational program (Stufflebeam, 2003)
Based on Stufflebeam’s (2003) evaluation
model, this study was undertaken for quality evaluation by assessing the
context, inputs, processes and product of schools (Stufflebeam, 2000). The
researchers studied all the four dimensions and focused on how context, inputs
and processes affect the product or outcomes of the school. This dimension
involved the background of the educational institute, its missions, goals and
objectives, type of resources, content, curriculum and strategies used for
implementing the teaching learning processes, including skills of instructors,
equipment and evaluation techniques that are responsible for achieving outcomes
or product.
