cipp model

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cipp model

  1. 1. Daniel L. Stufflebeam C. I. P. P. Evaluation Model 1
  2. 2. CIPP ModelObjectives: Be familiar with Stufflebeam’s educator background Understand Stufflebeam’s CIPP model Be able to discuss the HRD “essence” of the CIPP model 2
  3. 3. CIPP ModelPre - Test1. 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. 3.
  4. 4. CIPP ModelPre-Test5. 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 4
  5. 5. 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 5
  6. 6. 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 6
  7. 7. 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 7
  8. 8. 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 8
  9. 9. CIPP ModelDefinition: Evaluation is the processof delineating, obtaining andproviding useful information forjudging decision alternatives 9
  10. 10. CIPP ModelDefinition Key Terms: – Evaluation: ascertainment of value – Decision: act of making up one’s mindThen from the decision-maker viewpoint: Evaluation is the process of ascertaining the relative value of competing alternatives 10
  11. 11. CIPP ModelEvaluation is: – Decision-making driven – Systematic and continuing process – Made-up of 3 major steps/methodologies 1. Delineating 2. Obtaining 3. Providing 11
  12. 12. CIPP ModelDefinitions of Evaluation Steps:1. Delineating - focusing the requirements for information to be collected through specifying, defining and explicating 12
  13. 13. CIPP ModelDefinitions of Evaluation Steps:2. Obtaining - making information available through processes such as collecting, organizing and analyzing and through means such as statistics and measurement3. Providing - fitting together into systems or sub-systems that best serve the needs or purposes of the evaluation 13
  14. 14. CIPP ModelHigh Homeostatic Metamorphic Information Grasp Incremental NeomobilisticLow Degree of Change Small Large Decision-Making Settings 14
  15. 15. CIPP ModelDecision-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 15
  16. 16. CIPP ModelDecision-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) 16
  17. 17. 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) 17
  18. 18. 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) 18
  19. 19. CIPP Model Intended Actual PLANNING RECYCLING Ends DECISONS DECISIONS (goals) (attainments) STRUCTURING IMPLEMENTING Means DECISIONS DECISIONS (procedural designs) (procedures in use) Types of Decisions 19
  20. 20. CIPP ModelTypes 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 20
  21. 21. CIPP Model System Activities 1. Decisions Evaluation 2. 3. General Evaluation Model 21
  22. 22. 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 22
  23. 23. CIPP Model Intended Actual PLANNING RECYCLING DECISONS DECISIONS Ends supported by supported by CONTEXT PRODUCT EVALUATION EVALUATION STRUCTURING IMPLEMENTING DECISIONS DECISIONSMeans supported by supported by INPUT PROCESS EVALUATION EVALUATION Types of Decisions and Evaluations 23
  24. 24. CIPP ModelEvaluation 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 24
  25. 25. 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 25
  26. 26. 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 26
  27. 27. 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 27
  28. 28. Evaluation Type Objectives:PRODUCT EVALUATION – Measure attainments – Interpret attainments – Done as often as necessary during the program life 28
  29. 29. A Total Evaluation Model:1. Follows the general evaluation model relationships between activities, evaluation and decisions and uses the 3 major steps for any evaluation2. Need a full time program evaluator 29
  30. 30. 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 objectives4. Initiate specific and ad-hoc input, process and product evaluations only after a planning decision to effect a system change 30
  31. 31. 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) 31
  32. 32. CIPP ModelHRD Essence HRD viewpoint Formative - Summative Evaluation traditions 32
  33. 33. CIPP ModelHRD Viewpoint Discrepancy Democratic Analytical Diagnostic - CIPP: logical and research based approach of the total training system 33
  34. 34. CIPP ModelFormative - Summative Context Input formative Process Product summative 34
  35. 35. CIPP ModelEvaluation Traditions Scientific - 1950’s Systems - 1970’s CIPP Qualitative - 1980’s Eclectic - late 1980’s 35
  36. 36. Post - Test1. 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. 36

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