PAME MARVIN

EDUCATIONAL EVALUATION
LESSON 3 – CIPP Model
At the end of the lesson, the learners should be able to:
1. Explain the elements of the CIPP evaluation model; and
2. Elaborate how the CIPP model can be used in school setting.

INTRODUCTION
Conducting an evaluation of a school program, project, intervention,
curriculum or initiative requires specific and systematic procedures.
Extensive studies of experts have yielded quite a number of evaluation
models. However, in this lesson you shall only focus on the CIPP model
developed by Phi Delta Kappa chaired by Daniel Stufflebeam (1971).
The CIPP (context, input, process, and product) evaluation model
claims that evaluation is conducted to reach a well-founded decision. It
does not assume linear relationship among its components. This model can
be used for both formative and summative kinds of evaluation activity. By
alternately focusing on program context, inputs, process, and products, the
CIPP model encompasses all phases of an educational program: planning,
implementation and evaluation. The first three elements of the CIPP model
are suitable for formative evaluation while the fourth element is ideal for
summative studies. The components of the model are summarized in the
model adapted from Stufflebeam (2003) below.
PAME MARVIN

Context Input
Evaluation Evaluation

Goals Plans

Outcomes Actions

Product Process
Evaluation Evaluation

Context Evaluation
The context evaluation component of the model establishes the
connection between the program goals and evaluation. The evaluator
describes the environment and determines the needs of the program
beneficiaries. The unmet needs, problems, issues and challenges are
identified and evaluated.

Input Evaluation
The input evaluation component of the model determines how
resources are utilized to achieve program objectives and goals. Data
regarding the school’s mission, goals, and plans are collected leading to the
assessment of the responsiveness of program strategies to the
stakeholders’ needs. A comparison to alternative strategies used in similar
programs is also aimed in this stage. The input evaluation complements the
context evaluation.
PAME MARVIN

Process Evaluation
The progress evaluation component of the model reviews the
program quality. It ascertains whether the program is implemented as it is
planned. Program activities are monitored, documented and assessed.
Feedback mechanisms and continuous quality improvement are of utmost
concern by this stage.

Product Evaluation
The product evaluation component of the model measures the impact
of the program to target beneficiaries. Evaluators assess the program
effectiveness and sustainability. As a summative component, decision
whether to continue, modify or terminate the program are established I
this stage.
As a whole, the CIPP model looks at evaluation both in terms of
processes and products in all the various phases of school program,
project, intervention, curriculum, or initiative implementation. Outcomes
and projected objectives are matched and the discrepancies between them
are considered as basis for future plans and decisions.
PAME MARVIN

APPLICATION
Activity 1 – Classify Them
Identify the tool that can be used in each level of evaluation activities.
Opinion polls Interest inventories
Observation guides Focus-group discussion
Personality inventories Interview guides
Tracer studies Rating scales
Anecdotal records National test results
Classroom Level Evaluation School System Level Evaluation
Opinion Polls
National test results
Personality inventories
Interview Guides
Focus-group discussion
Personality Inventories Interview guides
Opinion Polls Tracer studies
Anecdotal records

Guide Questions:
1. Which tool are best used in classroom level of evaluation? School
system level of evaluation?
All evaluation approaches, in my opinion, are superior in their own right, but I would
like to use anecdotal records at the classroom level since anecdotal records are
thorough descriptive narratives collected following specific actions or interactions.
Anecdotal records can be used to augment teachers' lesson plans and provide
families with concrete facts.

Observation guides, on the other hand, could be a viable option at the school level
because they are a plan devised by school administrators and implemented before,
during, and after the classroom discussion in order to assist students in developing a
proper evaluation pointer in terms of academics and classroom attitude.

2. Which tool/s may be used in either level?

Opinion polls are a tool that can be used at both levels.

PAME MARVIN

Opinion polls are surveys that incorporate an idea, a point of view, and a judgment
on a certain topic. It can be utilized in a variety of ways. Because of this, evaluations
at the classroom and school system levels are necessary. We can use it to collect and
acquire information.
These data will aid in determining what needs to be changed and improved in the
performance of students and teachers, particularly in educational settings.

3. What must be the basis in selecting the tool to use in evaluation?

I believe the first and most crucial is Relevance, which is used to determine whether
a goal fits critical development functions and whether its design is fundamentally
sufficient to achieve project-related objectives. The second is the effectiveness,
which is used to determine if development projects have met their objectives.
Project goals should be articulated in quantifiable output or consumption amounts in
order to establish meaningful comparisons between expected and actual results. The
assessment also takes into account any unfavorable reactions that have been
detected. The third factor is impact.
Aside from the immediate aims of a project, there is also the overall developmental
influence, or the large goals that are the reason why the decision to promote the
desired goals was made in the first place. Last but not least, there is the issue of
sustainability. Our goal is to accomplish not just short-term benefits, but also long-
term effects. As a result, we're checking to see if the progress continues.

Activity 2
Determine in which CIPP component do each evaluator activities fall?
1. Determine the extent to which the program reached an
appropriate group of beneficiaries. Product
2. Assess the program’s work plan and schedule for sufficiency,
feasibility and viability. Input
3. Maintain an up-to-date profile of the program. Process
4. Assess program goals in light of beneficiaries’ assessed needs and
potentially useful assets. Context
PAME MARVIN

5. Assess the program’s proposed strategy for responsiveness to

assessed needs and feasibility. Input
6. Periodically interviews beneficiaries, program leaders, and staff to
obtain their assessments of the program’s progress. Process