Stufflebeam’s Approach to Evaluation

C I P P

O N T E X T N P U T R O C E S S R O D U C T Norbert Jerina Javier Leung Tirana Porter Destini Robinson Michelle Salmona Cheral Wintling

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Biography The CIPP Approach to Evaluation CIPP Application Example of the CIPP Model of Evaluation for Curriculum Development

      Retired in 2007 1963 - Director of the Ohio State University (OSU) Test Development Center (TDC) 1971 – produced making Educational Evaluation and Decision Founded the National Joint Committee on Standards for Educational Evaluation 2002 - designed WMU's Interdisciplinary Ph.D. Program in Evaluation New Directions for Evaluation issue is NDE's NDE’s entire time best seller

 What is Stufflebeam’s concept of evaluation?

Decision alternatives Judge & improve program Improvements  CIPP is decision focused  Information is essential for planned decisions  Based on planning, structuring, implementing, and reviewing and revising decisions each examined through evaluation of context, input, process, and product evaluation.

Context evaluation • Planning decisions Input evaluation • Structuring decisions Process evaluation • Implementing decisions Product evaluation • Recycling decisions

   Both summative and formative evaluations with the intent for improvement of the program, services or products Checklists for these seven CIPP components along with checklists for negotiation of contracts for the evaluation and summative and formative evaluation reporting. Updated checklists at

http://www.wmich.edu/evalctr/checklists/

1. Contractual Agreement 1. Context 1. Input 1. Process CIPP Evaluation Model Checklist

Guide evaluation Assesses needs, assets, and problems within a defined environment Assesses competing strategies and the work plans and budgets of selected approach Monitors, documents, and assess program activities

1. Impact 1. Effectiveness

Assesses a program’s reach to the target audience Assesses the quality and significance of outcomes

1. Transportability 1. Sustainability 1. Metevaluation 1. Final Synthesis Report

Assesses the extent to which a program has (or could be) successfully adapted and applied elsewhere Assesses the extent to which a program's are successfully institutionalized and continued over time An assessment of an evaluation's standards of sound evaluation Pulls together evaluation findings to audiences about what was attempted, what lessons were learned; and the of the program

*For each of the 10 evaluation components, the checklist provides checkpoints for evaluators and checkpoints for evaluation clients and other users.

CIPP Model Component

Context

Use for Curriculum Use for Curriculum Development

To define the operating context within which the curriculum will be delivered. Determine the specific characteristics of the learners. Most importantly, it helps to establish a rationale for the determination of the curriculum objectives.

Evaluation

To define the environment relevant to the curriculum, describing the actual and intended conditions of the program, identifying unmet needs, and diagnosing barriers that prevent needs from being met.

CIPP Model Component

Input

Use for Curriculum Use for Curriculum Development

To identify and assess the capabilities, strategies, and designs available for implementing the curriculum as related to the curriculum’s objectives. Determine what internal resources are needed to enable achievement of the objectives and to search for external resources when required. Also, the input phase considers the cost to implement the curriculum.

Evaluation

To determine to what extent available resources were used to achieve the curriculum objectives.

CIPP Model Component

Process

Use for Curriculum Development

To identify the procedural design that will be used to implement the curriculum. The curriculum objectives are translated in specific activities that constitute the instructional design.

Use for Curriculum Evaluation

To identify deficiencies in the procedural design or in the implementation of the curriculum, i.e., what actually took place during instruction. To provide information necessary to make modifications to the implementation strategies used during instruction. To maintain procedural documentation.

CIPP Model Component

Products

Use for Curriculum Development

To define the measurable outcomes of the curriculum both during and at the completion of instruction. These outcomes are directly related to the curriculum objectives.

Use for Curriculum Evaluation

To compare actual outcomes against a standard of what is acceptable to make judgments to continue, terminate, modify, or refocus an activity.