This paper provides a review of Daniel Stufflebeam's context, input, product and process (CIPP) evaluation model.
Written in 2007; 750 words; 4 sources; MLA; $ 26.95
Paper Summary:
In this article the writer looks at the CIPP evaluation model, created by Daniel Stufflebeam. The writer explains that context, input, product and process evaluation are all critical concepts related to Stuffelbeam's model. The writer points out that Stufflebeam's early model, introduced in 1966 and later revised in 1977 suggests that the need for process and product evaluations were important. Further, the writer discusses how Stufflebeam focuses on effecting sustainable improvements in the educational system that may be enjoyed over the long rather than the short term. The writer notes that the primary focus of the model includes providing timely evaluation reports that are designed to evaluate various programs' long term goals and results. The writer concludes that the CIPP model developed by Stufflebeam is best reserved for formative evaluations but may also be useful for summative evaluations.
Outline:
Introduction
Review of Model
Conclusions
From the Paper:
"Stufflebeam's model is unique in that not only does it define the procedures that educational facilities and administrators can adopt to effectively select, implement and evaluate the outcomes of a proposed method or procedure, but also later provides administrators and teachers with the tools necessary to evaluate how successful they are at each stage of the modeling process. This is evidenced by Stufflebeam's later development of a checklist to assess or complement the CIPP model. The checklist designed by Stufflebeam may be used in conjunction with the model to provide the best possible outcome to educational administrators and authorities."
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