Evaluation Models Part II: Stufflebeam’s Model

In the last post, we began a discussion on evaluation models of the scientific variety. In this post, we conclude are look at scientific evaluation models by examining Stufflebeam’s CIPP model. Daniel Stufflebeam is a famous educator and evaluator of curriculum.

Stufflebeam’s model is called the CIPP model which stands for

  • Context
  • Input
  • Process
  • Product

Context

Context is about studying the context in which the curriculum is used. The purpose is to assess what is happening and examine why needs of the stakeholders may not be met. Common activities at this stage include the following.

  • Physical environment
  • Philosophical foundations of the curriculum
  • Determine stakeholders
  • Background of the context

Of course, there are other activities that could take place but these just provide some examples

Input

Input is about determining whether there are adequate resources to conduct an evaluation. Evaluators look at the goals and strategies of the evaluation. If there are concerns, other approaches may be suggested in order to evaluate the curriculum.

In many ways, this is when the methodology of the evaluation is checked rigorously. Common questions assessed at this level include the following

  • Do goals and objectives align?
  • Are teaching strategies suitable?

Process

Whereas context and process take place before implementation,  process evaluation takes place during implementation. At this stage, evaluators examine if the plan is actually happening in the classroom. Evaluators look for defects in the implementation or use of the curriculum. Whatever problems are identified, strategies are developed to address them.

Normally, process happens at a pilot stage before a larger implementation. For example, the algebra teachers might experiment with a new teaching approach before using it in the entire math department at a school. In many ways, process evaluation is formative evaluation.

Product

The product stage involves collecting data to make a decision about the curriculum. Information is gathered to see how well the curriculum is meeting objectives. From this decision are made. The product stage is really a type of summative evaluation.

Conclusion

Stufflebeam’s model involves analyzing the context and the appropriateness of the curriculum to this context. From there, a formative and summative evaluation is used to assess the impact of the curriculum among the stakeholders. This practical model is useful for educators who are seeking ways to examine the various programs under their care.

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3 thoughts on “Evaluation Models Part II: Stufflebeam’s Model

  1. Pingback: Evaluation Models Part III: Eisner’s Criticism Model | educationalresearchtechniques

  2. Pingback: Evaluation Models Part II: Stufflebeam's Model ...

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