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CIPP Evaluation Model
March 12, 2015 Ivan Teh - RunningMan 0 Comments
CIPP
Written
Evaluation
&
Researched
by:
Model
Ivan
Teh
RunningMan
The CIPP Evaluation Model was developed by Daniel L.
Stufflebeam in 1966, and further updated throughout the
years, with the latest update in 2002. 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.
CIPP stands for Context, Input, Process, Product, and
these 4 main aspects comprise the CIPP Evaluation
Model. 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.
So how is the CIPP Evaluation Model applied? Being an
academic model, the CIPP Evaluation Model has at its
heart, the company / institution core values, which
should be kept in mind throughout. The CIPP Evaluation
Model begins with Context Evaluation, which establishes
the goals of the programme. At this stage, the
beneficiaries and their needs are also identified, along
with potential resources available on hand, and potential
problems that will need to be overcome. At this stage,
the background of the programme will need to be
evaluated, and any social / economic / political /
geographical / cultural factors within the immediate
environment
are
to
be
accounted
for.
At the next stage of the CIPP Evaluation Model, Input
Evaluation encompasses the programme plans /
planning. Stakeholders will need to be engaged, and
suitable strategies of programme execution identified.
Competing or conflicting strategies may also be
identified. A budget will need to be allocated and
suitably portioned off. To ensure sufficient coverage of
the training programme, research may also have to be
carried
out.
With the Process Evaluation stage of the CIPP Evaluation
Model, the actual actions are evaluated. This can be
cyclic, repeated throughout the develop / development
stage, or during the implementation / execution of the
training programme. Controls to monitor the progress
will have to be in place, as well as a system for feedback
from learners and stakeholders, and vice versa.
Finally, the Product Evaluation stage of the CIPP
Evaluation Model measures outcomes. The impact /
reach of the training programme, and its effectiveness in
fulfilling the objectives. Transportability seeks to
determine if the training programme can be transferred,
adapted, or used in a different setting. Sustainability is
another aspect to be measured, accounting for how
durable / long-lasting the benefits were. Adjustments to
the training programme may also need to be performed
at
this
stage.
In conclusion, the 4 aspects of the CIPP Evaluation Model
respectively ask: What needs to be done (Context)? How
should it be done (Input)? Is it being done (Process)? Did
it succeed (Product)? The CIPP Evaluation Model provides
for both a big picture overview, as well as the component
overview, to better evaluate, account for, and improve
upon,
training
programmes.
.....
Source
Attributions:
Daniel L. Stufflebeam, "CIPP Evaluation Model (Context,
Input, Process, Product)" in the International Handbook
Of Educational Evaluation, published by Springer
International Handbooks of Education, December 2002.
ISBN-13:
978-1402008498
Daniel L. Stufflebeam, "CIPP Evaluation Model Checklist"
in the National Youth Leadership Council (NYLC) Resource
Centre,
published
June
2002.
Retrieved
fromhttp://www.nylc.org/sites/nylc.org/files/files/250CIPP.pdf
Amber Danielle Mazur and Christine Miller, "The CIPP
Evaluation Model: A Summary" in AmberMazur Blog: A
Journey Through The Evolution Of Educational
Technologies,
published
June
2013.
Retrieved
fromhttps://ambermazur.wordpress.com/2013/06/10/the-cipp-evaluation-modela-summary/
Guili Zhang, Nancy Zeller, Robin Griffith, Debbie Metcalf,
Jennifer Williams, Christine Shea, and Katherine Misulis,
of East Carolina University, "Using The Context, Input,
Process, And Product Evaluation Model (CIPP) As A
Comprehensive Framework To Guide The Planning,
Implementation, And Assessment Of Service-Learning
Programs" in the Journal of Higher Education Outreach
and Engagement, Volume 15, Number 4, Page 57,
published by the University of Georgia, 4th Quarter 2011.
Retrieved
fromhttp://files.eric.ed.gov/fulltext/EJ957107.pdf
.....
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