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Model
Kirkpatrick Evaluation Model
Schuman: Experimental Evaluation Model
Stufflebeam: CIPP
Prescriptive model evaluation involves providing
recommendations or prescriptions for
improvement based on the findings of an
evaluation. It goes beyond simply identifying
strengths and weaknesses to offering specific
actions or strategies for enhancing the
effectiveness, efficiency, or impact of a program,
intervention, or process.
It goes beyond simply identifying
strengths and weaknesses to
offering specific actions or strategies
for enhancing the effectiveness,
efficiency, or impact of a program,
intervention, or process.
In prescriptive evaluation, evaluators not only
assess the current state of the program but
also offer guidance on how to address any
identified issues or capitalize on strengths.
This may involve suggesting changes to
program design, implementation methods,
resource allocation, or monitoring and
evaluation strategies.
Prescriptive evaluation typically follows a structured process that includes:
Analysis of Findings:
Identification of Needs:
Development of Recommendations:
Each level is
important and has an
impact on the next
level. As you move
from one level to the
next,
Kirkpatrick's Four-Level Training Evaluation
Model
Level 1: Reaction
This level measures how your trainees (the people being trained), reacted to the
training. Obviously, you want them to feel that the training was a valuable experience,
and you want them to feel good about the instructor, the topic, the material, its
presentation, and the venue.
Why?
• Gives us valuable feedback that helps us to evaluate the program.
• Tells trainees that the trainers are there to help them do their job better and that
they need feedback to determine how effective they are.
• Provides trainers with quantitative information that can be used to establish
standards of performance for future programs.
How?
• Satisfaction Survey
Kirkpatrick's Four-Level Training Evaluation
Model
Level 1: Reaction measures:
• CUSTOMER SATISFACTION:measure participants satisfaction with the
training.
• Taking this program was worth my time.
When?
• After training conducted
How?
• By evaluating both before and after the training program.
• Before training commences, test trainee to determine their knowledge, skills and attitude.
• After training is completed, test trainee for second time to determine if there is any
improvement.
• By comparing both the result, it can be determined whether learning is successful
or not.
Kirkpatrick's Four-Level Training Evaluation
Model
Level 2: Learning measures:
• Knowledge “I know it” : measured primarily with formative exercises during the
session or a quiz near the end.
• Skills “I can do it right now.” : measured with activities and demonstrations during
the session that show that participants can perform the skill
• Attitude “I believe this will be worthwhile to do on the job.” : measured with Rating
Scale Questions
• Confidence “I think I can do it on the job.” : measured with Rating Scale Questions
How?
• Use a control group if practical,
• Evaluate both before and after the program,
Allow time for
• Survey and/or interview: one or more of the following: behavior
• Trainees, change to take
• Immediate supervisor, place
• others who often observe their behavior.
• Repeat the evaluation at appropriate times,
• Consider cost versus benefits.
Kirkpatrick's Four-Level Training Evaluation
Model
Level 3: Behavior
When?
If your programs aim at tangible results rather
than teaching management concepts, theories,
and principles, then it is desirable to evaluate in
terms of results.
How?
• Search for evidences
Kirkpatrick's Four-Level Training Evaluation
Model
Level 4: Result
Design:
This phase involves planning the intervention or
program and designing the evaluation process.
Researchers need to define clear objectives,
identify the target population, and select
appropriate methodologies for data collection
and analysis.
This model typically involves several stages:
Implementation:
During this stage, the intervention or program
is put into action according to the design plan.
It's essential to follow the implementation plan
closely to ensure consistency and fidelity to
the intended intervention.
This model typically involves several stages:
Data Collection:
Researchers gather data on various aspects
of the intervention, such as its impact on
participants, changes in behavior or attitudes,
and any other relevant outcomes. This often
involves using a combination of qualitative
and quantitative methods, such as surveys,
interviews, observations, or experiments.
This model typically involves several stages:
Analysis:
In this phase, researchers analyze the
collected data to assess the effectiveness
of the intervention. Statistical techniques
are commonly used to determine whether
any observed changes are statistically
significant and to identify patterns or
trends in the data.
This model typically involves several stages:
Interpretation:
Researchers interpret the findings of the
evaluation, considering the implications
for theory, practice, and policy. They may
also assess the strengths and limitations
of the intervention and offer
recommendations for future
improvements or research.
This model typically involves several stages:
Reporting:
Finally, the results of the evaluation are
communicated to stakeholders, such as
policymakers, practitioners, and the
general public. Clear and transparent
reporting is crucial to ensure that the
findings are understood and can inform
decision-making effectively.
The Schuman Experimental
Evaluation Model provides a
systematic approach to evaluating
interventions or programs, helping
researchers to generate reliable
evidence about their effectiveness
and impact.
Stufflebeam: CIPP
The CIPP Model, developed by
Daniel Stufflebeam, is a
comprehensive framework used for
evaluating programs or interventions.
The acronym stands for Context,
Input, Process, and Product.
The CIPP component includes:
Context Evaluation:
This involves understanding the
environment in which the program operates.
It examines factors such as the needs of the
target population, the resources available,
and any external influences that may affect
the program.
The CIPP component includes:
Input Evaluation:
Input evaluation focuses on the resources
invested in the program, including personnel,
funding, materials, and technology. It aims to
assess whether these resources are
adequate and appropriate for achieving the
program's objectives.
The CIPP component includes:
Process Evaluation:
Process evaluation looks at how the program
is implemented. It examines the activities,
procedures, and interactions involved in
delivering the program to determine whether
they are being carried out as planned and
whether they are effective in achieving the
desired outcomes.
The CIPP component includes:
Product Evaluation:
Product evaluation assesses the
outcomes or results of the program. This
includes both intended and unintended
outcomes, as well as the overall impact
of the program on the target population or
the broader community.
The CIPP component includes:
Product Evaluation:
Product evaluation assesses the
outcomes or results of the program. This
includes both intended and unintended
outcomes, as well as the overall impact
of the program on the target population or
the broader community.
By addressing these four components,
the CIPP Model provides a
comprehensive framework for evaluating
programs at various stages of
development and implementation,
helping stakeholders make informed
decisions about program improvement
and future planning.
Proverbs 1:5