Stufflebeam’s Approach to Evaluation

The Model

Norbert JerinaJavier Leung

Tirana PorterDestini Robinson

Michelle SalmonaCheral Wintling

Table of Contents

1. Biography2. The CIPP Approach to Evaluation3. CIPP Application4. Example of the CIPP Model of Evaluation for

Curriculum Development

Retired in 2007 1963 - Director of the Ohio State University (OSU)

Test Development Center (TDC) 1971 – produced Educational Evaluation and

Decision making Founded the National Joint Committee on Standards

for Educational Evaluation 2002 - designed WMU's Interdisciplinary Ph.D.

Program in Evaluation New Directions for Evaluation issue is NDE's

NDE’s entire time best seller

What is Stufflebeam’s concept of evaluation?

CIPP is decision focused

Information is essential for planned decisions

Based on planning, structuring, implementing, and reviewing and revising decisions each examined through evaluation of context, input, process, and product evaluation.

Both summative and formative evaluations with the intent for improvement of the program, services or products

Checklists for these seven CIPP components along with checklists for negotiation of contracts for the evaluation and summative and formative evaluation reporting.

Updated checklists at http://www.wmich.edu/evalctr/checklists/

CIPP Evaluation Model Checklist1. Contractual

AgreementGuide evaluation

1. Context Assesses needs, assets, and problems within a defined environment

1. Input Assesses competing strategies and the work plans and budgets of selected approach

1. Process Monitors, documents, and assess program activities

1. Impact Assesses a program’s reach to the target audience

1. Effectiveness Assesses the quality and significance of outcomes

1. Transportability Assesses the extent to which a program has (or could be) successfully adapted and applied elsewhere

1. Sustainability Assesses the extent to which a program's are successfully institutionalized and continued over time

1. Metevaluation An assessment of an evaluation's standards of sound evaluation

1. Final Synthesis Report

Pulls together evaluation findings to audiences about what was attempted, what lessons were learned; and the of the program

*For each of the 10 evaluation components, the checklist provides checkpoints for evaluators and checkpoints for evaluation clients and other users.

CIPP Model Component Use for Curriculum Development

Use for Curriculum Evaluation

Context To define the operating context within which the curriculum will be delivered. Determine the specific characteristics of the learners. Most importantly, it helps to establish a rationale for the determination of the curriculum objectives.

To define the environment relevant to the curriculum, describing the actual and intended conditions of the program, identifying unmet needs, and diagnosing barriers that prevent needs from being met.

CIPP Model Component Use for Curriculum Development

Use for Curriculum Evaluation

Input To identify and assess the capabilities, strategies, and designs available for implementing the curriculum as related to the curriculum’s objectives. Determine what internal resources are needed to enable achievement of the objectives and to search for external resources when required. Also, the input phase considers the cost to implement the curriculum.

To determine to what extent available resources were used to achieve the curriculum objectives.

CIPP Model Component Use for Curriculum Development

Use for Curriculum Evaluation

Process To identify the procedural design that will be used to implement the curriculum. The curriculum objectives are translated in specific activities that constitute the instructional design.

To identify deficiencies in the procedural design or in the implementation of the curriculum, i.e., what actually took place during instruction. To provide information necessary to make modifications to the implementation strategies used during instruction. To maintain procedural documentation.

CIPP Model Component Use for Curriculum Development

Use for Curriculum Evaluation

Products To define the measurable outcomes of the curriculum both during and at the completion of instruction. These outcomes are directly related to the curriculum objectives.

To compare actual outcomes against a standard of what is acceptable to make judgments to continue, terminate, modify, or refocus an activity.