The CIPP (Context, Input, Process, Product) evaluation model was designed to help organizational leaders make data-based decisions for program improvement. Further, the CIPP model also considers how findings can be communicated and applied across various stakeholder levels (Stufflebeam & Zhang, 2017).
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Data were collected through the CIPP evaluation checklist (2002), semi structured interviews, document analysis and observations. Data were analyzed via content and thematic analysis.
Creating a program with CIPP as a framework enables the careful scrutiny and review of each component of the program. Evaluation is critical for measuring program success, identifying areas for improvement and ensuring a predictable uniformity of program outcomes.
This is the process component of CIPP. You can gain information on the program’s process through a variety of methods, including surveys, interviews and participant observation. You can interview or survey program personnel and intended beneficiaries of the services to document service delivery.
The recent Authors believe that CIPP model can be effectively applied for school evaluation. Context refers to the background, History, goals and objectives of the school. Inputs refer to material and human resources needed for effective functioning of the school. Process refers to implementation of different school practices.
The CIPP model is a cyclic evaluation model [5] that can be modified at any time by detecting errors or deficiencies at each stage by providing information on decision-making about program planning, structuring, executing, and improving as well as evaluating activities.
The CIPP Model (Context, Input, Process, and Product) can be used for both type of evaluation, summative and formative. The most important thing about this model is that it provides the holistic view of every element by evaluating context, input, process and output from each and every angle.
CIPP repair offers many advantages over traditional methods. The very fact that there is no excavation needed, makes it more cost effective, less time consuming, and environmentally friendly. There is no waste to dispose of. Pipes can be repaired underground with no damage to any buildings, concrete, or landscaping.
The CIPP model was created in the 1960s by Daniel Stufflebeam[1] and is considered a decision-oriented model that systematically collects information about a program to identify strengths and limitations in content or delivery, to improve program effectiveness or plan for the future of a program.
CIPP evaluation model is a Program evaluation model which was developed by Daniel Stufflebeam and colleagues in the 1960s. CIPP is an acronym for Context, Input, Process and Product. CIPP is an evaluation model that requires the evaluation of context, input, process and product in judging a programme's value.
Curriculum evaluation is a necessary and important aspect of any national education system. It provides the basis for curriculum policy decisions, for feedback on continuous curriculum adjustments and processes of curriculum implementation.
In this section, each of the four phases is discussed.Planning. ... Implementation — Formative and Process Evaluation. ... Completion — Summative, Outcome, and Impact Evaluation. ... Dissemination and Reporting.
The product evaluation could determine whether the curriculum should be modified, fine-tuned, or terminated and it also could evaluate the output of curriculum activities.
It builds on previous model developments in the field and advances them by clearly defining and relating generic evaluation categories for OHIs. Context is defined as the underlying frame that influences and is influenced by an OHI. It is further differentiated into the omnibus and discrete contexts.
The answers from the students were analyzed using the content analysis method. Six distinct methods that students used to gather evidence to decide if they learned were identified. They are: self testing, getting help from others, summarizing, repeating, self questioning and explaining to her/himself.
Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps.
11 Important Things to Know About Evaluating Curriculum Development Projects*Understand the underlying model, pedagogy, and process used to develop the curriculum. ... Establish a baseline. ... Clearly identify the outcomes expected of the curriculum. ... Employ a pre/post test design. ... Employ content analysis techniques.More items...•
A major input for any program is the budget. Other inputs may include research, plans, stakeholders or subject matter experts. Sch eduling is another major input in developing an evaluation using CIPP.
CIPP was initially created by Daniel Stufflebeam for evaluating educational programs. It was designed by Stufflebeam to be oriented toward management use in evalution and decision making, according to the Yale Poorvu Center for Teaching and Learning. CIPP follows a cycle of planning, structuring, implementing and reviewing.
CIPP is an acronym for Context, Inputs, Process and Product, per the Journal of Education and Educational Development. Each of these categories represents measurable components of a program. Creating a program with CIPP as a framework enables the careful scrutiny and review of each component of the program. Evaluation is critical ...
The Context phase focuses primarily on the intended goals for a program. This phase clarifies what needs to be accomplished and any specific needs to be addressed. The context really envelops a program because it defines the circumstances within which the program will be operating.
Process is the phase where the inputs come together in a cohesive manner. This is also a point where the execution of processes is examined for refinements within the program. A big consideration at this phase is examining how well each process is serving the context and whether inputs are operating well together.
The CIPP model represents a holistic approach to conducting evaluations of education, health and other public programs. The acronym CIPP represents the four main components of this type of evaluation: context, input, process and product.
This is the inputs, or I, component of CIPP. A program requires inputs, such as funding and personnel, to achieve its goals. A tutoring program, for example, requires tutors, instructional space and funding for books, calculators, pencils, paper and other classroom materials. Sources for identifying inputs include the program budget ...
You can gain information on the program’s process through a variety of methods, including surveys, interviews and participant observation. You can interview or survey program personnel and intended beneficiaries of the services to document service delivery.
Program records, such as student attendance records for tutoring sessions, yield other valuable data for evaluating activities and processes. When assessing the process, compile interim progress reports on program activities to keep program management and other decision-makers informed.
The context, input, process, product (CIPP) evaluation model ( Stufflebeam et al., 1971) provides a theoretical framework that can guide the determination of a program's overall quality and merit . The CIPP model requires the consideration of multiple aspects of a program, including input from representative stakeholders, to conduct a comprehensive assessment. These aspects are assessed via four main evaluations (context, input, process, and product), which collectively provide data to assess the overall program. Although the CIPP model has been utilized for large-scale analyses of health care systems ( Farley and Battles, 2009, Kahn et al., 2014 ), its comprehensive format has great utility for educators and administrators on a smaller, program-specific scale.
The CIPP model provides a prescriptive, yet flexible, framework to conduct these detailed evaluations. Educators, administrators, and accreditation agencies should consider the CIPP model as a reliable means for assessing a program's quality, merit, and excellence.
The CIPP model was utilized to evaluate EOL care content integration within a prelicen sure nursing program ( Pfitzinger, 2016) as part of a dissertation study. A faculty member's concern that EOL care education might not be meeting standards drove the need for the evaluation. Furthermore, administration of the program was interested to identify gaps in EOL care education that could be addressed in a curriculum reform that was already in progress. The researchers employed an accountability/summative orientation, meaning that the evaluation was conducted during program implementation. The elements of the CIPP model adapted for evaluating EOL care are depicted in Fig. 1.
Despite its benefits and demonstrated utilizations within health care and education research, the CIPP model has not been adapted for evaluation of EOL education. Of the many aspects of nursing education that must be evaluated, EOL care is one that should be considered a high priority.
The purpose of the study was to implement CIPP model for quality evaluation at school level. As the study was qualitative in nature, the researchers conducted thematic and content analysis. Data were collected through checklist, (Stufflebeam,2002a) observations, document analysis and semi structured interviews which were audio recordings. The researchers had collected literature on the basis of different indicators, according to the need of the study; this literature has been blended with the thematic analysis of data. Following are the themes discussed in detail:
Process evaluation focuses on the running of the program and teaching learning processes. Implementation is a phase in which the inputs are used in effective manner to achieve the desired aims, objectives, goals of the product. The evaluator assesses the processes to understand how the school is working and which processes are responsible for better working and maintaining the quality of education. In this phase, implementation decision are taken (Patil & Kalekar, 2014). Processes of the school include systematic approaches, teaching learning activities, parent teacher meetings, annual functions, co-curricular and extracurricular activities; it also includes student’s board examinations based on both summative and formative assessment (Print,1993). Process deals with the following questions:
Formative evaluation deals with the implementation and process phase of the program. Formative evaluation is conducted to understand the processes, implementation and working of the school, analysis of instructional material, structure of the learning task and courses for future improvements.
The relation of these courses to the other courses from level infants to standard 5 is the dept in which the topics have evolved in order for the students to gain a deeper understanding of the scientific method and broaden their minds.
Cipp Model of Evaluating a Curriculum. (2017, Apr 02). Retrieved from https://phdessay.com/cipp-model-of-evaluating-a-curriculum/
A new school year can feel so refreshing. Students with bright faces, eager to learn, fill the seats in your classroom. There are new posters, markers and other school supplies just waiting to be put to use. But, there's a more important aspect to starting the school year, designing curriculum.
But, what is 'improving'? You might have a lesson plan that works very well one year, but it could totally bomb the next. It's important to know your students in order to truly improve curriculum. Yet, as educators we want to be objective and ground our decisions in evidence, so simply knowing your students personally isn't always enough.
So, once you have the data, now what? It's time to look for trends, or recurring patterns, in the data. The first step is to identify individual student challenges. Look at each of the pre-tests and note which areas were a struggle for students. Then, try to notice if there are any achievement gaps in a particular content area or skill.
Once you understand where your students are and what areas you need to target for growth, its time to set goals of where you want them to be. Start by setting a long-term goal and work backwards. Where should students be at the end of the school year? For Ms.