CIPP EVALUATION MODEL
Decision-Oriented Approaches
The CIPP Model originated in 1966
The national context included
“Great Society” money & reforms
ESEA & OEO
Titles I and III projects
R & D labs and centers
Services for the handicapped
Congressional requirements for accountability
http://oregoneval.org/program/CIPP%20Model%20for%20Evaluation.pdf
New models were required
Traditional approaches didn’t fit the evaluation
requirements
Experimental design wasn’t feasible & didn’t address
the right questions.
Standardized tests weren’t keyed to needs &
performance levels of disadvantaged students & did
not yield timely feedback.
Site visits weren’t trusted to deliver unbiased findings.
http://oregoneval.org/program/CIPP%20Model%20for%20Evaluation.pdf
CIPP was an attempt to
Align evaluation procedures, data, & feedback
with project timetables & local, state, & national
information requirements.
Serve decision-making and accountability needs
http://oregoneval.org/program/CIPP%20Model%20for%20Evaluation.pdf
Targeted decisions areas were:
Goal setting
Proposal writing
Project implementation
Project recycling
http://oregoneval.org/program/CIPP%20Model%20for%20Evaluation.pdf
CIPP’s four main types of evaluation
CIPP’s four main types of evaluation
to assess needs & opportunities & help
define & assess goals
to assess alternative approaches &
budgets & help guide & assess planning
to assess implementation& help guide
efforts & interpret outcomes
to assess outcomes& help promote &
document success
Formative & Summative Questions
Formative Summative
Context What needs to be Were important
done? needs addressed?
Input How should it be Was a defensible
done? design employed?
Process Is it being done? Was the design well
executed?
Product Is it succeeding? Did the effort
succeed?
Context: example questions for curriculum development project
What is the relation of the course to other courses?
Is the time adequate?
What are critical or important external factors
(network, ministries)?
Should courses be integrated or separate?
What are the links between the course and
research/extension activities?
Is there a need for the course?
Is the course relevant to job needs?
http://www.cglrc.cgiar.org/icraf/toolkit/The_CIPP_evaluation_model.htm
Input: example questions for curriculum development project
What is the entering ability of students? How strong are the teaching skills of
What are the learning skills of students? teachers?
What is the motivation of students? What time is available compared with the
workload, for preparation?
What is the students’ existing knowledge?
What knowledge, skills and attitudes,
Are the aims suitable? related to the subject, do the teachers
Do the objectives derive from aims? have?
Are the objectives ‘smart’? How supportive is the classroom
Is the course content clearly defined? environment?
Does the content match student abilities? How many students are there?
Is the content relevant to practical How many teachers are there?
problems? How is the course organized?
What is the theory/practice balance? What regulations relate to the training?
http://www.cglrc.cgiar.org/icraf/toolkit/The_CIPP_evaluation_model.htm
What resources/equipment are available?
Process: example questions for curriculum development project
What is the workload of students?
How well/actively do students participate?
Are there any problems related to teaching?
Are there any problems related to learning?
Is there effective 2-way communication?
Is knowledge only transferred to students, or do they use and apply it?
Are there any problems which students face in using/applying/analysing
the knowledge and skills?
Is the teaching and learning process continuously evaluated?
Is teaching and learning affected by practical/institutional problems?
What is the level of cooperation/interpersonal relations between
teachers/students?
How is discipline maintained?
http://www.cglrc.cgiar.org/icraf/toolkit/The_CIPP_evaluation_model.htm
Product: example questions for curriculum development project
Is there one final exam at the end or several during the course?
Is there any informal assessment?
What is the quality of assessment?
What are the students’ knowledge levels after the course?
Is the evaluation carried out for the whole process?
How do students use what they have learned?
How was the overall experience for the teachers and for the
students?
What are the main ‘lessons learned’?
Is there an official report?
Has the teacher’s reputation improved as a result (or been ruined!)?
http://www.cglrc.cgiar.org/icraf/toolkit/The_CIPP_evaluation_model.htm
Criticisms
May be directed only by ‘experts’ or ‘outsiders’
forthis reason it is vital to identify ways in which
various stakeholders can be meaningfully involved
Resources
http://www.cglrc.cgiar.org/icraf/toolkit/The_CIPP_ev
aluation_model.htm
http://oregoneval.org/program/CIPP Model for
Evaluation.pdf
http://www.southalabama.edu/coe/bset/johnson/66
0lectures/Lect2.doc
Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R.
(2011). Program evaluation: Alternative approaches
and practical guidelines. 4th edition.
