Cipp Model of Evaluating a Curriculum
CIPP Model of Evaluation
The CIPP model was developed by Stufflebeam (1983) to evaluate curriculums through Context, Input, Process, and Product.
The Context defines the operation within which the curriculum will be delivered. It determines the specific characteristics of the learners. Most importantly, it helps to establish a rationale for the determination of the curriculum objectives. In evaluation the context is used 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.
Input identifies and assesses the capabilities, strategies, and designs available for implementing the curriculum as related to the curriculum’s objectives. It determines 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. In evaluation the input determines to what extent available resources were used to achieve the curriculum objectives.
Process identifies the procedural design that will be used to implement the curriculum. The curriculum objectives are translated in specific activities that constitute the instructional design. In evaluation the process is used 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.
Product defines the measurable outcomes of the curriculum both during and at the completion of instruction. These outcomes are directly related to the curriculum objectives. In evaluation the product is used to compare actual outcomes against a standard of what is acceptable to make judgments to continue, terminate, modify, or refocus an activity.
Evaluation of the Primary Science
The CIPP model was developed by Stufflebeam (1983) to evaluate curriculums through Context, Input, Process, and Product.
The Context defines the operation within which the curriculum will be delivered. It determines the specific characteristics of the learners. Most importantly, it helps to establish a rationale for the determination of the curriculum objectives. In evaluation the context is used 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.
Input identifies and assesses the capabilities, strategies, and designs available for implementing the curriculum as related to the curriculum’s objectives. It determines 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. In evaluation the input determines to what extent available resources were used to achieve the curriculum objectives.
Process identifies the procedural design that will be used to implement the curriculum. The curriculum objectives are translated in specific activities that constitute the instructional design. In evaluation the process is used 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.
Product defines the measurable outcomes of the curriculum both during and at the completion of instruction. These outcomes are directly related to the curriculum objectives. In evaluation the product is used to compare actual outcomes against a standard of what is acceptable to make judgments to continue, terminate, modify, or refocus an activity.
Evaluation of the Primary Science