C.

Stufflebeam's CIPP Model

The Phi Delta Kappa National Study Committee on Evaluation,
chaired by Daniel L. Stufflebeam, developed and published a
curriculum evaluation model known as the CIPP (context, input,
process, product) model (Stufflebeam, 1971). Stufflebeam (2001)
defined evaluation as the process of delineating, obtaining, and
providing useful information for judging decision alternatives.
• Context
• Input
• Process
• Product
 Context evaluation, according to Stufflebeam, is the most basic kind of evaluation.
Its purpose is to provide a strong rationale for determining curriculum objectives. At
this point, the curriculum evaluator describes the environment and determines the
different needs of the society, school, and students. If there are unmet needs, the
curriculum evaluatne seeles to find reasons for not meeting the needs. The
curriculum context
Input evaluation aims to provide information for determining how resources are
utilizad
to achieve curriculum objectives. At this level, the resources of the school and the
different designs for implementing the curriculum are considered.
Process evaluation focuses on providing periodic feedhack while the curriculum is
being implemented. This phase aims to detect the problems in the implementation
of the curriculum, provide information
Product evaluation aims to gather, interpret, and apprise curricular attainments not
just the end
D. Stakes' Congruency-Contingency Evaluation Model
Robert Stake (1975) claimed that curriculum evaluation
is not complete unless three categories of data are
made available. These categories of data are:
1. Antecedents include data on students and teachers,
the curriculum to be evaluated,
and the community context
2. Transactions include time allotment, sequence of
steps, social climate, and communication flow
3. Outcomes encompass students' learning in the form
of understandings, skills, and values or attitudes, as
well
 E. Eisner's Educational Connoisseurship Model
Elliot Eisner (1985) provided a qualitative way of evaluating a
cerindians. The does not have methodical procedures compared with
other evaluation models. Ester's calls for a deeper and wider
observation results of evaluation that are expresied in wines fo The
results, however, are not merely descriptions, they provide execlient
and interpretation and appraisal.
Using this model calls for thorough and comprehensive observations
of classrooms and school activities in relation to curriculum. It tries to
capture every aspect of curriculum activities including the hidden
curriculum. The emphasis of this model is always on the quality
 Overall, curriculum evaluation is important as it is intended to
provide meaningful information in almost every aspect of the
curriculum. These information or results of evaluation provide
strong bases for all decisions done about the planning, design,
development, and implementation of the curriculum.
Curriculum leaders can utilize the results of the evaluation in
instituting educational reforms and in finding ways to make the
curriculum more relevant and responsive to the needs of the
learners.
The challenge for curriculum evaluation is how to get reliable
data and how to involve other stakeholders in the evaluation
process. It is also important to ensure the accuracy of data that
will be used for the evaluation.