Notes: http://goo.gl/MOJqe
CIPP: A systematic way of looking at program evaluation
Context What Needs to be done?
Input: How should it be done?
Process: Is it being done?
Product: Did it succeed?
Basically, the CIPP model requires that a series of questions be asked about the four different elements of the model. It is a checklist.
CIPP: A systematic way of looking at program evaluation
Context What Needs to be done?
Input: How should it be done?
Process: Is it being done?
Product: Did it succeed?
Basically, the CIPP model requires that a series of questions be asked about the four different elements of the model. It is a checklist.
Context
What is the relation of the course to other courses?
Is the time adequate?
What are the links between the course and research/extension activities?
Is there a need for the course?
Inputs
What is the entering ability of students?
What are the learning skills of students?
What is the motivation of students?
Are the aims suitable?
What resources/equipment are available?
Process
What is the workload of students?
Is there effective 2-way communication?
Is knowledge only transferred to students, or do they use and apply it?
Is the teaching and learning process continuously evaluated?
Product
Is there any informal assessment?
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’?
History
The CIPP Evaluation Model is currently in its 5th installment
Comprehensive framework for guiding evaluation of programs, personnel, products, institutions, and systems
- 1st 1966: Stufflebeam stressed the need for process as well as product evaluations
- 2nd 1967: Included context, input, process, and product evaluations and emphasized that goal-setting should be guided by context evaluation, including a needs assessment, and that program planning should be guided by input evaluation, including assessments of alternative program strategies.
- 3rd 1971: set the 4 types of evaluation within a systems: Impact, Effectiveness, Sustainability, and Transportability
- 4th 1972: showed how the model could and should be used for summative as well as formative evaluation.
5th and Current Installation 2002:
Breaks out product evaluation into four subparts:
- Impact: evaluation assesses a program's reach to the target audience.
- Effectiveness: evaluation assesses the quality and significance of outcomes.
- Sustainability: evaluation assesses the extent to which a program's contributions are successfully institutionalized and continued over time.
- Transportability: evaluation assesses the extent to which a program has (or could be) successfully adapted and applied elsewhere.
All in order to help assure and assess a program’s long-term viability
Works Cited
Stufflebeam, D.L. (2002, June). Cipp evaluation model checklist. Retrieved from
Talyor, P, & Beniest, J. (2003). The CIPP Evaluation Model. Training in agroforesty: a toolkit for
trainers. Retrieved January 15, 2011, from
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