The CIPP Model for Evaluation

Stufflebeam, Daniel L.

doi:10.1007/978-94-010-0309-4_4

Cited by 340 publications

(395 citation statements)

References 5 publications

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“…Some of these strengths, such as parental support or community engagement, might not be obvious if these stakeholders are not consulted. Similarly, certain weaknesses, such as indirect racism or burnout of teachers, can be brought into focus through this process (Stufflebeam, 2003).…”

Section: The Cipp Modelmentioning

confidence: 99%

The CIPP Model : Applications in Language Program Evaluation

Sopha¹,

Nanni²

2019

The Journal of AsiaTEFL

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This article introduces the CIPP Model (Context, Input, Process, and Product) and explains its application in the evaluation of language programs. The model has long been used in various fields to evaluate programs both before they begin (e.g., by assessing the alignment of the contexts and input) and after they are complete (e.g., by evaluating how well the process has been implemented and whether the product is up to standard). The flexibility of the model is a major strength. In the field of language teaching, this model is highly relevant to curriculum development and can be applied at both the course level and the program level. This paper first introduces competing models of language program evaluation. It then introduces the CIPP Model and explains its applicability in the field of language education, providing suggestions for the application of the model. The CIPP Model has the potential to assist TESOL professionalsteachers and administratorsin improving their professional practice, curriculum design, and program evaluation. Educators in a variety of contexts would benefit from furthering their knowledge of this widely applied evaluation model.

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Section: The Cipp Modelmentioning

confidence: 99%

The CIPP Model : Applications in Language Program Evaluation

Sopha¹,

Nanni²

2019

The Journal of AsiaTEFL

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“…The items discussed during the semi-structured interview were: intake procedure, planning of the internship, process control and final product definition (Stufflebeam, 2002). Elements being reported included selection, planning and evaluations.…”

Section: Pharmacy Visitsmentioning

confidence: 99%

“…The schedule for the interview was developed using the descriptors of the Stufflebeam sequence adapted to the pharmacy internship (Stufflebeam, 2002; Figure 2). Discussion topics included, recruiting the student in the pharmacy (context), planning the internship activities and the way of guiding (input), adherence to a welldefined learning process (process control), and the results obtained (product oriented).…”

Section: Pharmacy Visitsmentioning

confidence: 99%

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Pharmacy internship: The royal pathway to practice

Verstraeten¹,

Laekeman²,

Leemans³

et al. 2006

Pharmacy Education

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Introduction: The pharmacy internship offers students the opportunity to interact with patients in the classroom. A project to improve the pharmacy internship, a six-month position in Belgium, has been launched at the Catholic University of Leuven (KULeuven). The aim was to implement self-directed guided learning as a total concept of teaching and learning. The methodology is based upon analysis, intervention and installation of a quality assurance program. Knowledge, skills and attitude are the outcome measures; the acceptance of responsibility is the process to be focused on.Methods: Interventions consisted of pharmacy visits, local meetings with students and preceptors, development of a multiple step approach and constructing assessment instruments. At the same time networking between preceptors, the university and students was intensified.Results: After two years, the results of the interventions based upon initial analysis are encouraging. The skills gained are positively welcomed and used to continuously feed the educational process as necessary.

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“…There have been several different types of use identified. Initially, use was linked to decision making known as ''instrumental use'' (Stufflebeam, 2003); however, Weiss' (1980) empirical study of evaluation use found that people charged with decision making rarely used evaluation results to answer or inform direct questions. Rather, participants reported changes in thinking, ideas, or attitudes referred to as ''conceptual use'' (Weiss, 1998).…”

Section: Introductionmentioning

confidence: 99%