Regine M. Perez BSED III-O MWF 4:00-5:00pm Prof.

Jocelyn Goyena CIPP Evaluation Model

CIPP EVALUATION MODEL

Stufflebeam (1983) developed a very useful approach in educational evaluation known as the CIPP or Content, Input, Process, Product approach. The approach essentially syatematize the way to evaluate the different dimensions and aspects of curriculum development and the sum/total of students experience i the educative process. The model requires that stakeholders be involved in the evaluation process. The approach is illustrated in the diagram below:

INPUT PROCESS CONTEXT

PRODUCT

In this approach, the user is asked to go through a series of questions in the context, inputs process and product stages. Thse questions are reproduced below for convience:

PROCESS EVALUATION - Sees action and implementations of plans that are being achieved. At this stage of an evaluation, the design has been structured and put on trial. Evidence is collected to determine the effectiveness of the objectives, and to help designers and evaluators to gauge the success of the process. Main methods for data collection are baseline

observations, test results that can be compared against a time frame sequence, and comparing stated objectives with observed effects (Randal, 1969). PRODUCT EVALUATION - In identifying and assessing outcomes, those intended and unintended, short term and long term. It also provides a platform for clients to stay focused on their goals and to gauge efforts success in meeting targeted needs. The product information gathered from testing the completed designs contains evidence about the effectiveness in attaining short and long range goals, and can also be used to compare with that of another program or design (Randal, 1969).