Stufflebeam’s Approach to Evaluation
The C I P P Model
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Norbert Jerina
Javier Leung
Tirana Porter
Destini Robinson
Michelle Salmona
Cheral Wintling
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Table of Contents
Biography
The CIPP Approach to Evaluation
CIPP Application
Example of the CIPP Model of Evaluation for
Curriculum Development
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Retired in 2007
1963 - Director of the Ohio State University (OSU)
Test Development Center (TDC)
1971 – produced Educational Evaluation and Decision
making
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
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What is Stufflebeam’s
concept of evaluation?
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CIPP is decision focused
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Information is essential
for planned decisions
Decision alternatives
Judge & improve program
Improvements
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Based on planning,
structuring,
implementing, and
reviewing and revising
decisions each
examined through
evaluation of context,
input, process, and
product evaluation.
Context evaluation
Input evaluation
• Planning
decisions
• Structuring
decisions
Process evaluation
• Implementing
decisions
Product evaluation
• Recycling
decisions
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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/
CIPP Evaluation Model Checklist
1. Contractual Agreement
1. Context
1. Process
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
Assesses a program’s reach to the target audience
1. Effectiveness
Assesses the quality and significance of outcomes
1. Input
1. Transportability
Assesses the extent to which a program has (or could
be) successfully adapted and applied elsewhere
1. Sustainability
Assesses the extent to which a program's are
successfully institutionalized and continued over time
1. Metevaluation
An assessment of an evaluation's standards of sound
evaluation
1. Final Synthesis Report
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
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.
Use for Curriculum
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
Development
Use for Curriculum
Evaluation
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.
To determine to what extent
available resources were
used to achieve the
curriculum objectives.
CIPP Model Component
Process
Use for Curriculum
Development
Use for Curriculum
Evaluation
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.
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.