The CIPP evaluation model
Stufflebeam (1983) developed a very useful approach in educational evaluation known as the CIPP or Context, Input, Process, Product approach (although this model has since then been explained to CIPPOI (where the last two stand for Outcome and the Impact respectively). The approach essentially systematizes the way we evaluate the different dimensions and aspects of curriculum development and the sum/total of student experiences in the educative process. The model requires that stakeholders be involved in the evaluation process.
The approach is illustrated in the diagram below:
The ‘CIPP’ model of evaluation
In this approach, the user is asked to go through a series of questions in the context, inputs, and process and product stages. These questions are reproduced below for convenience:
Context
Inputs
Process
Product
These guide questions are not answered by the teacher only or by a single individual. Instead, there are many ways in which they can be answered. Some of the more common methods are listed below:
-==Mary Jean P. Gulpere==-
Context
- · What is the relation of the course to other courses?
- · Is the time adequate?
- · What are critical or important external factors (network, ministries)?
- · Should courses be integrated or separate?
- · What are the links between the course and research/extension activities?
- · Is there a need for the course?
- · Is the course relevant to job needs?
Inputs
- · What is the entering ability of students?
- · What are the learning skills of students?
- · What is the motivation of students?
- · What are the living conditions of students?
- · What is the students’ existing knowledge [* | In-line. WMF *]?
- · Are the aims suitable?
- · Do the objectives derive from aims?
- · Are the objectives ‘smart’?
- · Is the course content clearly defined?
- · Does the content (knowledge, skills and attitudes [* | In-line. WMF *]) match student abilities?
- · Is the relevant to practical problems?
- · What is the theory/practice balance?
- · What resources/equipment are available?
- · What books do the teachers have?
- · What books do the students have?
- · How strong are the teaching skills of the teachers?
- · What time is available compared with the workload, for preparation?
- · What knowledge, skills and attitudes, related to the subject, do the teachers have?
- · How supportive is the classroom environment?
- · How many students are there?
- · How many teachers are there?
- · How is the course organized?
- · What regulations relate to the training?
Process
- · What is the workload of students?
- · How well actively do students participate?
- · Are there any problems related to teaching?
- · Are there any problems related to learning?
- · Is there an effective 2-way communication?
- · Is knowledge only transferred to students, or do they use and apply it?
- · Are there any problems which students face in using/applying/analyzing the knowledge and skills?
- · Are teaching and learning affected by practical/institutional problems?
- · What is the level of cooperation/interpersonal relations between teachers/students?
- · How is discipline maintained?
Product
- · Is there one final exam at the end or several during the course?
- · Is there any informal assessment?
- · What is the quality of assessment (i.e what levels of KSA are assessed?)
- · What are the student’s KSA levels after the course?
- · Is the evaluation carried out for the whole [* | In-line. WMF *] process?
- · 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?
- · Is there an official report?
- · Has the teacher’s reputation improved or been ruined as a result?
These guide questions are not answered by the teacher only or by a single individual. Instead, there are many ways in which they can be answered. Some of the more common methods are listed below:
- · Discussion with class
- · Informal conversation or observation
- · Individual student interviews
- · Evaluation forms
- · Observation in class/session of teacher/trainer by colleagues
- · Video-tape of own teaching (micro-teaching)
- · Organizational documents
- · Participants contract
- · Performance test
- · Questionnaire
- · Self-assessment
- · Written test
-==Mary Jean P. Gulpere==-
The taxonomy in the affective domain
Receiving- is being aware of or sensitive to the existence of certain ideas, material or phenomena.
Responding- is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them.
Valuing- is willing to be perceived by others as valuing certain ideas, materials or phenomena.
Organization- is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy.
Characterization by value- is to act consistently in accordance with the values he or she has internalized.
*Behavioral Verbs Appropriate for affective domain*
Receiving Responding Valuing Organization Characterization
. accept . complete .accept .display .internalize
. attend .comply .defend .order . verify
. develop .discuss .pursue .organize
. recognize .examine .seek .systematize
4 Components of Attitudes
1. cognition- our beliefs, theories, expectancy, cause and effect beliefs.
2. affect- refers to feeling with respect to the focal object such as fear, liking or anger.
3. evaluation- consists of the imputation of some degree of goodness or badness to an attitude object.
Kinds of Motivation
1. intrinsic motivation- occurs when people are internally motivated to do something because it either brings them pleasure. they think it is important, or they feel what they are learning is morally significant.
2. extrinsic motivation- comes into a play when a student compelled to do something or act a certain way because of the factors external to him or her (like a money or good grades).
Rating Scale- is a set of categories designed to elicit information about a quantitative attribute in social science. Common examples are Likert scale and 1- 10 rating scales for which a person selects the number which is considered to reflect the perceived quality of a product .It assigned with integers.
Semantic Different scales - tries to asses an individual's reaction to specific work, ideas, or concepts in terms of rating.
good----------bad
3 2 1 0 3 2 1
0- neutral
1- slightly
2- quite
3- extreme
Thurstone Scale- is considered the father of attitude measurement.
Likert Scale- requires the individual tick on a box to report whether they "strongly disagree", "agree', "undecided", disagree", strongly disagree", in a response to a large number of items concerning an attitude object or stimulus.
Checklist-consist a simple items that the student or a teacher marks as "absent"or present".
Receiving- is being aware of or sensitive to the existence of certain ideas, material or phenomena.
Responding- is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them.
Valuing- is willing to be perceived by others as valuing certain ideas, materials or phenomena.
Organization- is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy.
Characterization by value- is to act consistently in accordance with the values he or she has internalized.
*Behavioral Verbs Appropriate for affective domain*
Receiving Responding Valuing Organization Characterization
. accept . complete .accept .display .internalize
. attend .comply .defend .order . verify
. develop .discuss .pursue .organize
. recognize .examine .seek .systematize
4 Components of Attitudes
1. cognition- our beliefs, theories, expectancy, cause and effect beliefs.
2. affect- refers to feeling with respect to the focal object such as fear, liking or anger.
3. evaluation- consists of the imputation of some degree of goodness or badness to an attitude object.
Kinds of Motivation
1. intrinsic motivation- occurs when people are internally motivated to do something because it either brings them pleasure. they think it is important, or they feel what they are learning is morally significant.
2. extrinsic motivation- comes into a play when a student compelled to do something or act a certain way because of the factors external to him or her (like a money or good grades).
Rating Scale- is a set of categories designed to elicit information about a quantitative attribute in social science. Common examples are Likert scale and 1- 10 rating scales for which a person selects the number which is considered to reflect the perceived quality of a product .It assigned with integers.
Semantic Different scales - tries to asses an individual's reaction to specific work, ideas, or concepts in terms of rating.
good----------bad
3 2 1 0 3 2 1
0- neutral
1- slightly
2- quite
3- extreme
Thurstone Scale- is considered the father of attitude measurement.
Likert Scale- requires the individual tick on a box to report whether they "strongly disagree", "agree', "undecided", disagree", strongly disagree", in a response to a large number of items concerning an attitude object or stimulus.
Checklist-consist a simple items that the student or a teacher marks as "absent"or present".