Using CIPP Model of
Daniel Stufflebeam
**CIPP = context, input, process and product
(From: Rodgers, R. “A Student Affairs Application of the CIPP
Evaluation Model”, in Kuh, G. 1979, Evaluation in Student
Affairs)
Contents:
Use of the Context, Input, Process, and Product Evaluation Model
(CIPP Model)
- Evaluation of Planning (Connected to Strategic Planning)
- Context Evaluation (C): provides information for the
development of and evaluation of mission, vision,
values, goals and objectives, and priorities
- purposes
- define the characteristics of the
environment
- determine general goals and specific
objectives
- identify and diagnose the problems or
barriers which might inhibit achieving the goals
and objectives
- tasks
- define the environment, both actual and
desired
- define unmet needs and unused opportunities
- diagnose problems or barriers
- methods
- conceptual analysis to define limits of
population to be served
- empirical studies to define unmet needs and
unused opportunities
- judgment of experts and clients on barriers
and problems
- judgment of experts and clients on desired
goals and objectives
- Input Evaluation (I): provides information for the
development of program designs through evaluation of
data bases, internal and external stakeholders’
interests, WOTS UP? (Weaknesses, Strengths, Threats, and
Opportunities).
- purposes
- design a program (intervention) to meet the
objectives
- determine the resources needed to deliver
the program
- determine whether staff and available
resources are adequate to implement the program
- tasks
- develop a plan for a program through
examination of various intervention strategies
- examine strategies for achieving the
plan
- time requirements
- funding and physical requirements
- acceptability to client groups
- potential to meet objectives
- potential barriers
- examine capabilities and resources of
staff
- expertise to do various strategies
- funding and physical resources
- potential barriers
- develop a program implementation plan which
considers time, resources, and barriers to
overcome
- Evaluations of Implementation (connected to tactical
planning)
- Process Evaluation (P): develop ongoing evaluation
of the implementation of major strategies through
various tactical programs to accept, refine, or correct
the program design (i.e. evaluation of recruitment,
orientation, transition, and retention of first year
students).
- purpose
- provide decision makers with information
necessary to determine if the program needs to
be accepted, amended, or terminated.
- tasks
- identify discrepancies between actual
implementation and intended design
- identify defects in the design or
implementation plan
- methods
- a staff member serves as the evaluator
- this person monitors and keeps data on
setting conditions, program elements as they
actually occurred
- this person gives feedback on discrepancies
and defects to the decision makers
- Product Evaluation (P): evaluation of the outcome of
the program to decide to accept, amend, or terminate the
program, using criteria directly related to the goals
and objectives (i.e. put desired student outcomes into
question form and survey pre- and post-). Loop back to
the original objectives in the Context Evaluation (C) to
see if and how these would be changed or modified based
on the data.
- purpose
- decide to accept, amend, or terminate the
program
- task
- develop the assessment of the program
- methods
- traditional research methods, multiple
measures of objectives, and other methods
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Developing Structure for Evaluation Designs
**Structure is the same for CIPP
- Focusing the Evaluation
- Identify the major level(s) of decision-making to be
served.
- For each level of decision-making, describe each in
terms of the main focus, timing, and composition.
- Define outcome criteria for each decision situation
by identifying things to be measured and standards for
use in judging the outcomes
- Define policies within which the evaluation needs to
operate.
- Collection of Information
- Specify the source of the information to be
collected.
- Specify the instruments and methods for collecting
the needed information.
- Specify the sampling procedure to employed.
- Specify the conditions and schedule for collecting
the information.
- Organization of Information
- Provide the format for the information which is to
be collected.
- Designate a means for coding, organizing, storing,
and retrieving information.
- Analysis of Information
- Select the analytical procedures to be employed.
- Designate a means for performing the analysis
- Reporting the Information
- Define the audiences for the evaluation reports.
- Specify means for providing the information to the
audiences.
- Specify the format for evaluation reports and/or
reporting sessions.
- Schedule the reporting of information.
- Administration of the Evaluation
- Summarize the evaluation schedule.
- Define staff and resource requirements and plans for
meeting these requirements.
- Specify means for meeting policy requirements for
conduct of the evaluation.
- Evaluate the potential of the evaluation design for
providing information which is valid, reliable,
credible, timely, and pervasive.
- Specify and schedule means for periodic updating of
the evaluation design.
- Provide a budget for the total evaluation program.
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