1

Daniel L. Stufflebeam

C. I. P. P. Evaluation

Model

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CIPP Model

Objectives: Be familiar with Stufflebeam’s

educator background Understand Stufflebeam’s CIPP model Be able to discuss the HRD “essence”

of the CIPP model

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CIPP ModelPre - Test

1. What do the letters CIPP stand for?

2. What profession is Daniel L. Stufflebeam?

3. Name the three major steps for any evaluation.

4. Draw the matrix for the four decision-making settings.

.

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CIPP Model

Pre-Test

5. Describe the General Evaluation Model.

6. Classify each evaluation type within the ends, means, intended and actual matrix.

7. Name the four evaluation types and their decision-making purpose

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CIPP Model

Stufflebeam Biography Daniel Leroy Stufflebeam, education

educator Born in Waverly, Iowa, September 19,

1936 BA, State University Iowa, 1958 MS, Purdue University, 1962, Ph D,

1964; postgrad., University of Wisconsin 1965

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CIPP ModelStufflebeam Biography Professor, Director Ohio State University

Evaluation Center, Columbus, 1963 - 1973 Professor education, Director Western

Michigan University Evaluation Center, Kalamazoo, 1973 -

Author monographs and 15 books; contributed chapters to books, articles to professional journals

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CIPP Model

Recipient Paul Lazersfeld award Evaluation Research Society, 1985

Member American Educational Research Association, National Council on Measurement in Education, American Evaluation Association

Served with the United States Army, 1960 Children: Kevin D., Tracy Smith, Joseph

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CIPP ModelKey Components :

1. Evaluation definition

2. Major 3 steps for any evaluation

3. Decision-making settings

4. Types of decisions

5. General evaluation model

6. Types of evaluation

7. Total evaluation model

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CIPP Model

Definition: Evaluation is the process of delineating, obtaining and providing useful information for judging decision alternatives

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CIPP Model

Definition Key Terms:

– Evaluation: ascertainment of value– Decision: act of making up one’s mind

Then from the decision-maker viewpoint:

Evaluation is the process of ascertaining the relative value of competing alternatives

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CIPP Model

Evaluation is:– Decision-making driven– Systematic and continuing process– Made-up of 3 major steps/methodologies

1. Delineating 2. Obtaining 3. Providing

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CIPP Model

Definitions of Evaluation Steps:

1. Delineating - focusing the requirements for information to be collected through specifying, defining and explicating

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CIPP Model

Definitions of Evaluation Steps:

2. Obtaining - making information available through processes such as collecting, organizing and analyzing and through means such as statistics and measurement

3. Providing - fitting together into systems or sub-systems that best serve the needs or purposes of the evaluation

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CIPP Model

Homeostatic Metamorphic

Incremental Neomobilistic

High

Low

Info

rmat

ion

Gra

sp

Small LargeDegree of Change

Decision-Making Settings

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CIPP Model

Decision-Making Settings - Key Points:– Driven by the relation of useful information

available to degree of change to be effected– Importance/consequences of the decision to

be made drives evaluation extensiveness– Little information available or not in useful

form drives more evaluation extensiveness

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CIPP Model

Decision-Making Setting Definitions 1. Metamorphic - utopian complete change in the educational system with full information/knowledge of how to effect the desired changes (low probability)

2. Homeostatic - small, remedial, restorative to normal state changes to the educational system guided by technical standards and routine data collection systems (prevalent “quality control” with low risk)

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CIPP ModelDecision-Making Setting Definitions

3. Incremental - continuous improvement in an educational system intended to shift the program to a new norm (rather than correct back to a norm for homeostatic) but guided by little available knowledge and ad-hoc/special project in nature (allows “innovation” in a trial and error and iterative nature with acceptable risk since small corrections can be made as problems are detected)

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CIPP ModelDecision-Making Setting Definitions

4. Neomobilistic - innovative activities for major change/new solutions to significant problems in an educational system but supported by little theory and little knowledge; driven by great and compelling opportunities like knowledge explosion, critical conditions or world competition (becoming more prevalent in response to needed higher rates of change under worthy risk)

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CIPP Model

Intended Actual

PLANNINGDECISONS

(goals)

RECYCLINGDECISIONS(attainments)

STRUCTURINGDECISIONS

(procedural designs)

IMPLEMENTINGDECISIONS

(procedures in use)

Ends

Means

Types of Decisions

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CIPP Model

Types of Decisions Matrix:– Forms the model of all possible

educational system needed decision-making categories while also being mutually exclusive (ends, means, intended and actual)

– Provides for a generalizable evaluation design model

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CIPP Model

Decisions

SystemActivities

Evaluation3.

1.

2.

General Evaluation Model

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CIPP ModelTypes of Evaluation:

Context Evaluation - to determine objectives

Input Evaluation - to determine program design

Process Evaluation- to control program operations

Product Evaluation -to judge and react to program attainments

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CIPP ModelIntended Actual

PLANNINGDECISONSsupported byCONTEXT

EVALUATION

RECYCLINGDECISIONSsupported byPRODUCT

EVALUATIONSTRUCTURING

DECISIONSsupported by

INPUTEVALUATION

IMPLEMENTINGDECISIONSsupported byPROCESS

EVALUATION

Ends

Means

Types of Decisions and Evaluations

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CIPP Model

Evaluation Design:– Evaluations are designed after a decision has

been made to effect a system change and the actual evaluation design is driven by the decision-making setting

– Generally: greater the change and lower the information grasp the more formal, structured and comprehensive the evaluation required

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Evaluation Type Objectives:CONTEXT EVALUATION

– Provides rationale for determination of objectives

– Defines relevant environment– Describes desired and actual conditions of

environment– Identifies unmet needs– Identifies unused opportunities

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Evaluation Type Objectives:INPUT EVALUATION

– Determines how to use resources– Assesses capabilities of responsible

agency– Assesses strategies for achieving

objectives– Assesses designs for implementing a

selected strategy

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Evaluation Type Objectives:

PROCESS EVALUATION

– Detect or predict defects in procedure design or its implementation

– Provide information for programming decisions

– Maintain record of the procedure as it occurs

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Evaluation Type Objectives:

PRODUCT EVALUATION

– Measure attainments– Interpret attainments– Done as often as necessary during

the program life

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A Total Evaluation Model:

1. Follows the general evaluation model relationships between activities, evaluation and decisions and uses the 3 major steps for any evaluation

2. Need a full time program evaluator

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A Total Evaluation Model:

3. Need a continuous and systematic context evaluation process sponsored by the program planning body for the purpose of deciding to change or continue with program goals and objectives

4. Initiate specific and ad-hoc input, process and product evaluations only after a planning decision to effect a system change

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A Total Evaluation Model:5. Specific evaluation designs vary according to

the setting for the change– Homeostatic (small changes with adequate

information)– Incremental (low information for small

changes)– Neomoblistic (low information for large

changes)– (exclude Metamorphic since only theoretical

relevance)

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CIPP Model

HRD Essence HRD viewpoint Formative - Summative Evaluation traditions

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CIPP Model

HRD Viewpoint Discrepancy Democratic Analytical Diagnostic - CIPP: logical and research

based approach of the total training system

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CIPP Model

Formative - Summative Context Input formative Process Product summative

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CIPP Model

Evaluation Traditions Scientific - 1950’s Systems - 1970’s CIPP Qualitative - 1980’s Eclectic - late 1980’s

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Post - Test

1. What do the letters CIPP stand for?

2. What profession is Daniel L. Stufflebeam?

3. Name the three major steps for any evaluation.

4. Draw the matrix for the four decision-making settings.

5. Describe the General Evaluation Model.

6. Classify each evaluation type within the ends, means, intended and actual matrix.

7. Name the four evaluation types and their decision-making purpose.