CIPP EVALUATION MODEL:

 Context, Input, Process and Product Evaluation Model

Subject/ Course Title: Measurement and Evaluation of Educational

Presented by: Samantha L. Policarpio
Course: Ph.D. – Education Management
Biographical background of Daniel Stufflebeam
▪ Daniel Leroy Stufflebeam was born September 19, 1936 in Waverly, Iowa, and later
attended Wartburg College in Waverly. He graduated from the University of Iowa in 1958,
received a master’s and Ph.D. from Purdue University in 1964.
▪ One of the founding fathers of the field of evaluation, Daniel L. Stufflebeam, distinguished
professor emeritus at Western Michigan University, died of heart failure on July 23, 2017, in
Kalamazoo, Michigan. He was 80.
▪ Stufflebeam developed the ‘CIPP evaluation model’ in the 1960s, CIPP being an acronym
for Context, Input, Process and Product. This was one of the first academic approaches to
evaluation to gain attention and remains one of the most widely used to this day.

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Context, Input, Process and
Product Evaluation Model
▪ The CIPP Model was proposed by Stufflebeam in 1983. It can be
used for both type of evaluation, summative and formative. The
most important thing about this model is that it provides the holistic
view of every element by evaluating context, input, process and
output from each and every angle. With the help of this model,
evaluation can be done systematically, fulfilling the general needs of
evaluation. The important element which makes this model different
from other models is that it focuses on the context for the evaluation
of teaching learning and development process (Stufflebeam &
Shinkfield, 2007).

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Four elements of CIPP Model:
▪ C- Context: refers to the background, history, goals and objectives of
the school. Context evaluation helps to assess the needs and
opportunities within a defined context or environment. The objectives
of context evaluation are to define, identify and address the needs of the
target population, identify the problems and assess if the goals are
responsive to the desired needs or not. The different types of methods
for the evaluation of context include surveys, document reviews, data
analysis and interviews.

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Four elements of CIPP Model:

▪ Some questions that context deals with are the following:

▪ 1. Are the aims of the school suitable or not?
▪ 2. Do the objectives generate from aims?
▪ 3. Are the courses taught relevant to the aims?
▪ 4. Is the school fulfilling social needs?

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 Four elements of CIPP Model:
▪ I- Input: refers to material, time, physical and human
resources needed for effective working of the school. The
purpose of this type of evaluation is to provide information
for determining the resources used to meet the goals of the
program. The resources include time resources, human
resources, physical resources, infrastructure, curriculum and
content for evaluating the quality of education at school.

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Four elements of CIPP Model:

▪ Some questions that come under the context of input are:

▪ 1. What are the different learning skills that students will gain?
▪ 2. Is there any balance between the practical and theory work?
▪ 3. What type of resources should the school use for effective teaching and learning?
▪ 4. Are there science laboratories and library? Are they well maintained?
▪ 5. How are teachers using their teaching skills for effective teaching learning?
▪ 6. Do the teachers have appropriate knowledge, skills and attitude for teaching?

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Four elements of CIPP Model:
▪ P- Process: refers to implementation of different school practices. It refers to the
quality of students learning and its usefulness for the individual and for society. Process
includes all the teaching and learning processes. Process evaluation focuses on the
running of the program and teaching learning processes. Implementation is a phase in
which the inputs are used in effective manner to achieve the desired aims, objectives,
goals of the product. The evaluator assesses the processes to understand how the school
is working and which processes are responsible for better working and maintaining the
quality of education. In this phase, implementation decision are taken. Processes of the
school include systematic approaches, teaching learning activities, parent teacher
meetings, annual functions, co-curricular and extracurricular activities; it also includes
student’s board examinations based on both summative and formative assessment.

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Four elements of CIPP Model:

▪ Process deals with the following questions:

▪ 1. Has ICT been used in many school practices?
▪ 2. Are teachers and students of the school actively participating in different activities?
▪ 3. Is there effective two way communication between administration, teachers and other
staff?
▪ 4. Can formative evaluation of teaching learning process be done?
▪ 5. Which types of activities are conducted in the school?

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Four elements of CIPP Model:

▪ P- Product evaluation deals with how well a student is learning in a

specific context and how well the objectives are achieved. Product
evaluation includes the outcomes of the school. The focus of the
product is not on the student’s achievement of grades but the skills,
attitudes, knowledge, learning and abilities they attain which the student
is going to use in life to benefit society. The aim of the school is to
make the students productive so that they can stand on their feet in
society.

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Four elements of CIPP Model:

▪ Some important questions with respect to Product for school evaluation are:
▪ 1. What are the achievements of the students of the school in co-curricular and
extracurricular activities?
▪ 2. What are the different summative and formative assessment strategies used by the
school?
▪ 3. How will students practically implement what they have learned?
▪ 4. Are there registers for recording of different activities of the students?
▪ 5. How could quality of teachers and school reputation be improved?

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During each of these four stages, specific steps are taken:

▪ The kinds of decisions are identified.

▪ The kinds of data needed to make those decisions are identified.
▪ Those data are collected.
▪ The criteria for determining quality are established.
▪ The data are analyzed on the basis of those criteria.
▪ The needed information is provided to decision makers.

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Advantages and Disadvantages of CIPP Model

Alkin (2004) states the benefits of this model as:

▪ Provides a focus for the evaluation of accommodating decision maker’s needs

▪ Focus on how the information will be used
▪ Instrumental in recognizing that evaluation should not have to wait until the end of a
program – should start happening even before the program begins
▪ Provides information needed to those who will be using the evaluation
▪ Fast, ongoing feedback encouraged

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Advantages and Disadvantages of CIPP Model
Alkin (2004) outlines the demerits of this model as follows:
▪ Evaluator may not deal with issues that go against the concerns of the decision maker
▪ If there is not decisive leadership this model would be ineffective
▪ Top management is given preference – may become unfair and undemocratic
▪ Connecting decision making and evaluation underscores the very purpose of evaluation.
▪ Can be expensive and very complex
▪ Sometimes decisions are unable to be identified at the onset of a program – things are not
always predictable

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References:

▪ Alkin, M. C. (2004). Evaluation roots: Tracking theorists’ views and influences. Thousand Oaks, CA: Sage.  
▪ Stufflebeam, D. (2003). The CIPP model of evaluation. In T. Kellaghan, D. Stufflebeam & L. Wingate (Eds.), Springer
international handbooks of education: International handbook of educational evaluation. Retrieved from
 http://www.credoreference.com.ezproxy.lib.ucalgary.ca/entry/spredev/the_cipp_model_for_evaluation
▪ https://www.academia.edu/34625317/Discuss_the_merits_and_demerits_of_Stufflebeams_Context-Input-Process-_Product
_model
▪ https://www.socialsciencespace.com/2017/08/parent-evaluation-daniel-stufflebeam-1936-2017/
▪ https://files.eric.ed.gov/fulltext/EJ1180614.pdf
 

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Thank You!

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