cipp model
DESCRIPTION
for Curriculum Development Topic.....TRANSCRIPT
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Daniel L. Stufflebeam
C. I. P. P. Evaluation
Model
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CIPP Model
Objectives: Be familiar with Stufflebeam’s
educator background Understand Stufflebeam’s CIPP model Be able to discuss the HRD “essence”
of the CIPP model
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CIPP ModelPre - Test
1. What do the letters CIPP stand for?
2. What profession is Daniel L. Stufflebeam?
3. Name the three major steps for any evaluation.
4. Draw the matrix for the four decision-making settings.
.
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CIPP Model
Pre-Test
5. Describe the General Evaluation Model.
6. Classify each evaluation type within the ends, means, intended and actual matrix.
7. Name the four evaluation types and their decision-making purpose
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CIPP Model
Stufflebeam Biography Daniel Leroy Stufflebeam, education
educator Born in Waverly, Iowa, September 19,
1936 BA, State University Iowa, 1958 MS, Purdue University, 1962, Ph D,
1964; postgrad., University of Wisconsin 1965
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CIPP Model
Stufflebeam Biography Professor, Director Ohio State
University Evaluation Center, Columbus, 1963 - 1973
Professor education, Director Western Michigan University Evaluation Center, Kalamazoo, 1973 -
Author monographs and 15 books; contributed chapters to books, articles to professional journals
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CIPP Model
Recipient Paul Lazersfeld award Evaluation Research Society, 1985
Member American Educational Research Association, National Council on Measurement in Education, American Evaluation Association
Served with the United States Army, 1960
Children: Kevin D., Tracy Smith, Joseph
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CIPP ModelKey Components :
1. Evaluation definition
2. Major 3 steps for any evaluation
3. Decision-making settings
4. Types of decisions
5. General evaluation model
6. Types of evaluation
7. Total evaluation model
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CIPP Model
Definition: Evaluation is the process of delineating, obtaining and providing useful information for judging decision alternatives
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CIPP Model
Definition Key Terms:– Evaluation: ascertainment of value– Decision: act of making up one’s mind
Then from the decision-maker viewpoint:
Evaluation is the process of ascertaining the relative value of competing alternatives
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CIPP Model
Evaluation is:– Decision-making driven– Systematic and continuing process– Made-up of 3 major
steps/methodologies 1. Delineating 2. Obtaining 3. Providing
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CIPP Model
Definitions of Evaluation Steps:
1. Delineating - focusing the requirements for information to be collected through specifying, defining and explicating
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CIPP Model
Definitions of Evaluation Steps:
2. Obtaining - making information available through processes such as collecting, organizing and analyzing and through means such as statistics and measurement
3. Providing - fitting together into systems or sub-systems that best serve the needs or purposes of the evaluation
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CIPP Model
Homeostatic Metamorphic
Incremental Neomobilistic
High
Low
Info
rmat
ion
Gra
sp
Small LargeDegree of Change
Decision-Making Settings
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CIPP Model
Decision-Making Settings - Key Points:– Driven by the relation of useful
information available to degree of change to be effected
– Importance/consequences of the decision to be made drives evaluation extensiveness
– Little information available or not in useful form drives more evaluation extensiveness
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CIPP Model
Decision-Making Setting Definitions 1. Metamorphic - utopian complete change in the educational system with full information/knowledge of how to effect the desired changes (low probability)
2. Homeostatic - small, remedial, restorative to normal state changes to the educational system guided by technical standards and routine data collection systems (prevalent “quality control” with low risk)
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CIPP ModelDecision-Making Setting Definitions
3. Incremental - continuous improvement in an educational system intended to shift the program to a new norm (rather than correct back to a norm for homeostatic) but guided by little available knowledge and ad-hoc/special project in nature (allows “innovation” in a trial and error and iterative nature with acceptable risk since small corrections can be made as problems are detected)
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CIPP ModelDecision-Making Setting Definitions
4. Neomobilistic - innovative activities for major change/new solutions to significant problems in an educational system but supported by little theory and little knowledge; driven by great and compelling opportunities like knowledge explosion, critical conditions or world competition (becoming more prevalent in response to needed higher rates of change under worthy risk)
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CIPP Model
Intended Actual
PLANNINGDECISONS
(goals)
RECYCLINGDECISIONS(attainments)
STRUCTURINGDECISIONS
(procedural designs)
IMPLEMENTINGDECISIONS
(procedures in use)
Ends
Means
Types of Decisions
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CIPP Model
Types of Decisions Matrix:– Forms the model of all possible
educational system needed decision-making categories while also being mutually exclusive (ends, means, intended and actual)
– Provides for a generalizable evaluation design model
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CIPP Model
Decisions
SystemActivities
Evaluation3.
1.
2.
General Evaluation Model
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CIPP ModelTypes of Evaluation:
Context Evaluation - to determine objectives
Input Evaluation - to determine program design
Process Evaluation- to control program operations
Product Evaluation -to judge and react to program attainments
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CIPP ModelIntended Actual
PLANNINGDECISONSsupported byCONTEXT
EVALUATION
RECYCLINGDECISIONSsupported byPRODUCT
EVALUATIONSTRUCTURING
DECISIONSsupported by
INPUTEVALUATION
IMPLEMENTINGDECISIONSsupported byPROCESS
EVALUATION
Ends
Means
Types of Decisions and Evaluations
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CIPP Model
Evaluation Design:– Evaluations are designed after a decision
has been made to effect a system change and the actual evaluation design is driven by the decision-making setting
– Generally: greater the change and lower the information grasp the more formal, structured and comprehensive the evaluation required
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Evaluation Type Objectives:CONTEXT EVALUATION
– Provides rationale for determination of objectives
– Defines relevant environment– Describes desired and actual conditions of
environment– Identifies unmet needs– Identifies unused opportunities
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Evaluation Type Objectives:INPUT EVALUATION
– Determines how to use resources– Assesses capabilities of responsible
agency– Assesses strategies for achieving
objectives– Assesses designs for implementing a
selected strategy
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Evaluation Type Objectives:
PROCESS EVALUATION
– Detect or predict defects in procedure design or its implementation
– Provide information for programming decisions
– Maintain record of the procedure as it occurs
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Evaluation Type Objectives:
PRODUCT EVALUATION
– Measure attainments– Interpret attainments– Done as often as necessary during
the program life
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A Total Evaluation Model:
1. Follows the general evaluation model relationships between activities, evaluation and decisions and uses the 3 major steps for any evaluation
2. Need a full time program evaluator
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A Total Evaluation Model:
3. Need a continuous and systematic context evaluation process sponsored by the program planning body for the purpose of deciding to change or continue with program goals and objectives
4. Initiate specific and ad-hoc input, process and product evaluations only after a planning decision to effect a system change
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A Total Evaluation Model:
5. Specific evaluation designs vary according to the setting for the change– Homeostatic (small changes with
adequate information)– Incremental (low information for small
changes)– Neomoblistic (low information for
large changes)– (exclude Metamorphic since only
theoretical relevance)
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CIPP Model
HRD Essence HRD viewpoint Formative - Summative Evaluation traditions
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CIPP Model
HRD Viewpoint Discrepancy Democratic Analytical Diagnostic - CIPP: logical and
research based approach of the total training system
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CIPP Model
Formative - Summative Context Input formative Process Product summative
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CIPP Model
Evaluation Traditions Scientific - 1950’s Systems - 1970’s CIPP Qualitative - 1980’s Eclectic - late 1980’s
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Post - Test
1. What do the letters CIPP stand for?2. What profession is Daniel L. Stufflebeam?3. Name the three major steps for any evaluation.4. Draw the matrix for the four decision-making
settings.5. Describe the General Evaluation Model.6. Classify each evaluation type within the ends,
means, intended and actual matrix.7. Name the four evaluation types and their decision-
making purpose.