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Because there are four complex components, there is a significant amount of data collected. Because the evaluator is trying to make improvements, the stakeholder must be a strong support during the entire evaluation to ensure that all improvements, changes, budget needs, and resources can be approved.

CIPP Model for Curriculum Evaluation: Real-Life Scenario #instructionaldesign #elearning #training

- Rebekah

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C = assessing needs, problems, and opportunities within a defined environment

I = evaluate competing strategies, work plans, and budgets for implementation

P = monitor and assess programs and activities during implementation

P = evaluate short term, long term, intended or unintended outcomes of programs or projects

Cite: Ahn, V. (2018). VNU Journal of Foreign Studies. EVALUATION MODELS IN EDUCATIONAL PROGRAM: STRENGTHS AND WEAKNESSES, Vol.34, No.2 (2018) 140-150. file:///C:/Users/rpatrick/Downloads/mohinhdanhgiagiaoduc.pdf

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Steps in the CIPP Model as used for education

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Steps in the CIPP Model as used for education

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C = CONTEXT = objectives, goals, and mission of school

I = INPUT = resources, curriculum, content

P = PROCESS = implementation of teaching and learning and activities

P = PRODUCT = the skills, knowledge, values and attitudes GAINED by the student and school itself (outcome)

Cite: Patil, Y. & Kalekar, S. (2015) Scholarly Research JOurnal for Humanity Science and English Language. CIPP MODEL FOR SCHOOL EVALUATION, Vol. 2/10, pg. 2615, www.srjis.com

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This image is a good visual for the model because it simplifies each step of the model by giving the evaluator key terms to focus on during each step. I really like that it has arrows because it shows how each step grows as the evaluator moves forward throughout the process. The best part of the image is the bold product box and the terms they've chosen to focus on: "skills, values, attitudes, results". These four words demonstrate the goals of the CIPP model.
"Context refers to the need and opportunities that defines the goals
and objectives on the basis of which the outcomes are attained. Input involves the
resources, infrastructure, curriculum and content needed to implement the teaching
learning processes. Process includes the teaching learning processes, evaluation
and activities; it includes all the processes that are necessary for the implementation
of different activities and their formative evaluation. Product evaluation involves
skills, values, attitudes and results that are needed to identify the outcomes and
effectiveness of the educational program (Stufflebeam, 2003)."

Cite: Aziz, Shamsa & Mahmood, Munazza & Rehman, Zahra. (2018). Implementation of CIPP Model for Quality Evaluation at School Level: A Case Study. Journal of Education and Educational Development. 5. 189. 10.22555/joeed.v5i1.1553.

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To understand the worth and merit for the curriculum, the evaluator must ask theirself this question during the Product step of the model: “Did the project succeed?"
"The purpose of a product evaluation is to measure, interpret, and judge a project’s outcomes by assessing their merit, worth, significance, and probity. Its main purpose is to ascertain the extent to which the needs of all the participants were met.”

Use multiple forms of data to ensure the best outcome was met; closing interviews, collecting data from on-going interviews, diaries, logs, assessments and analyzing data continuously throughout the process.

Stakeholders and evaluators share feedback and are great with communication!

If the new curriculum is showing progress, understanding, and improvement then the evaluation model is proven worthy.

Cite: Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K.E. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs. Journal of Higher Education Outreach and Engagement, 15, 57-84.

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The best time to use the CIPP model is when the evaluator knows an improvement is needed. For example, if a teacher has taught English the same way for twenty years, and she realizes her students are not making progress, she needs to evaluate herself and her curriculum to make an improvement. This only works if the evaluator has support from administrative staff (stakeholders), community members, students and their parents, and the resources she will need to make the improvements. The teacher would need an approved budget and time frame from the stakeholder before moving forward with the model.
Cite: Keep Learning and Growing. (2021). CIPP Model for Curriculum Evaluation: Real-Life Scenarior. CIPP Model for Curriculum Evaluation: Real-Life Scenario #instructionaldesign #elearning #training

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Two main challenges of the CIPP model are having the time to complete ALL four steps within a reasonable time frame and being able to understand all four components well enough for the study to be done correctly.
Cite: Ahn, V. (2018). VNU Journal of Foreign Studies. EVALUATION MODELS IN EDUCATIONAL PROGRAM: STRENGTHS AND WEAKNESSES, Vol.34, No.2 (2018) 140-150. file:///C:/Users/rpatrick/Downloads/mohinhdanhgiagiaoduc.pdf

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The C.I.P.P. model of evaluation can be used to assess a school’s needs and develop an effective or improved approach. Hays (2021) defines the acronym as follows:

Context- determine the community’s need

Input- determine the resources of the program

Process- determine the implementation of the program

Product- determine the impact of the program

Although we are applying the evaluation strategy in an academic setting, it is important to consider the needs and resources of the ‘community’ where students live. Parental involvement, afterschool programs, socioeconomic status, and opportunities for learning outside of school are all contributing factors to a student’s overall learning experience that should be considered in the context portion of the C.I.P.P. evaluation process.

Hays, L. (2021). The CIPP Model of Evaluation. Lucidea. https://lucidea.com/blog/the-cipp-model-of-evaluation/

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The C.I.P.P. evaluation process allows the efficacy of the curriculum or learning intervention to be measured. The evaluation process can determine the worth of the assessed curriculum or product. “The decision-making process is done by comparing the findings/facts contained in context, input, process and product with a standard or predefined criteria” (Warju, 2016). .The results of a C.I.P.P. evaluation can determine if the curriculum is successful in achieving objectives, needs to be revised, or even stopped.

Warju, W. (2016). Educational Program Evaluation using CIPP Model. Innovation of Vocational Technology Education, 12(1). https://doi.org/10.17509/invotec.v12i1.4502

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The C.I.P.P. model will be best used to “aid decision makers in making training more effective. By spending time evaluating the context, inputs, processes, and the final product, one develops a more holistic picture. This helps trainers identify where they need to make improvements” (Hays, 2021). The model allows for weak areas to be exposed then used as a litmus test to assess the efficacy of the program or intervention.

Hays, L. (2021). The CIPP Model of Evaluation. Lucidea. https://lucidea.com/blog/the-cipp-model-of-evaluation/

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Vishnupriyan, M. (2017, July 1). Curriculum evaluation: Using the context, input, process and product (CIPP) model for decision making. https://ijcne.org/article.asp?issn=2230-7354;year=2017;volume=18;issue=2;spage=12;epage=18;aulast=Vishnupriyan;type=3

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The major challenge in implementing the C.I.P.P. evaluation approach is that “the application of the model takes much time if the whole model is applied” (Anh, 2018). The C.I.P.P. evaluation process is comprised of several tedious steps that must be properly implemented to yield valid and reliable results that reflect an accurate assessment of the implementation.

Anh, V. (2018). Evaluation models in educational program: strengths and weaknesses. Tạp Chí Nghiên Cứu Nước Ngoài, 34(2). https://doi.org/10.25073/2525-2445/vnufs.4252