The CIPP Model for Evaluation

Abstract

This chapter presents the CIPP Evaluation Model, a comprehensive framework for guiding evaluations of programs, projects, personnel, products, institutions, and evaluation systems. This model was developed in the late 1960s to help improve and achieve accountability for U.S. school programs, especially those keyed to improving teaching and learning in urban, inner city school districts. Over the years, the model has been further developed and applied to educational programs both inside and outside the U.S. Also, the model has been adapted and employed in philanthropy, social programs, health professions, business, construction, and the military. It has been employed internally by schools, school districts, universities, charitable foundations, businesses, government agencies, and other organizations; by contracted external evaluators; and by individual teachers, educational administrators, and other professionals desiring to assess and improve their services.! This chapter is designed to help educators around the world grasp the model's main concepts, appreciate its wide-ranging applicability, and particularly consider how they can apply it in schools and systems of schools. The model's underlying theme is that evaluation's most important purpose is not to prove, but to improve.Corresponding to the letters in the acronym CIPp, this model's core concepts are context, input, process, and product evaluation. By employing the four types of evaluation, the evaluator serves several important functions. Context evaluations assess needs, problems, and opportunities within a defined environment; they aid evaluation users to define and assess goals and later reference assessed needs of targeted beneficiaries to judge a school program, course of instruction, counseling service, teacher evaluation system, or other enterprise. Input evaluations assess competing strategies and the work plans and budgets of approaches chosen for implementation; they aid evaluation users to design improvement efforts, develop defensible funding proposals, detail action plans, record the alternative plans that were considered, and record the basis for choosing one approach over the others. Process evaluations monitor, document, and assess activities; they help evaluation users carry out improvement efforts and maintain accountability records of their execution of action plans. Product evaluations

FEDS: a Framework for Evaluation in Design Science Research

“…Such categories distinguish the reasoning and strategies for evaluation including (1) why to evaluate, (2) when to evaluate, and (3) how to evaluate. Another important aspect is (4) what to evaluate: the properties of the evaluand to be examined during an evaluation (Stufflebeam, 2003).…”

Evaluating the Quality of Hospitality and Tourism Education in Vocational Institute in China

“…Horng, Teng and Baum's quality framework was developed based on two well-known evaluation models: Context-Input-Process-Product (CIPP) and Malcolm Baldrige National Quality Award MBNQA. CIPP, proposed by Stufflebeam (2000), was a comprehensive instrument used to conducting and reporting evaluations in academic services. As its name suggested, this model consisted of four interrelated types of evaluation: context, input, process and product.…”

The Planning Process: Strategies for Action

“…First, one delineates or determines what pieces of information are needed to evaluate the process; second, one obtains that information via a data collection technique; and third, one provides the information to the decision makers in order for the evaluation decision to be made. 17 The second key area for evaluation is product oriented and takes place in two basic areas of the planning process. Returning to the program development, it is critical to know if, in fact, the program is a success or a failure.…”