1. Daniel L. Stufflebeam
C. I. P. P. Evaluation
Model

2. 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

3. CIPP Model Pre - 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. .

4. 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

5. Stufflebeam Biography
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

6. Stufflebeam Biography
CIPP Model
Stufflebeam Biography
Professor, Director Ohio State University Evaluation Center, Columbus,
Professor education, Director Western Michigan University Evaluation Center, Kalamazoo,
Author monographs and 15 books; contributed chapters to books, articles to professional journals

7. 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

8. CIPP Model Key Components : 2. Major 3 steps for any evaluation
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

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

10. CIPP Model Evaluation: ascertainment of value
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

11. CIPP Model Evaluation is: Decision-making driven
Systematic and continuing process
Made-up of 3 major steps/methodologies
1. Delineating
2. Obtaining
3. Providing

12. CIPP Model Definitions of Evaluation Steps:
1. Delineating - focusing the requirements for information to be collected through specifying, defining and explicating

13. 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

14. CIPP Model Decision-Making Settings High Low Degree of Change Small
Information Grasp
Low
Degree of Change
Small
Large
Decision-Making Settings

15. 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

16. 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)

17. CIPP Model Decision-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)

18. CIPP Model Decision-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)

19. CIPP Model
Ends
Means
Types of Decisions

20. 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

21. CIPP Model General Evaluation Model System Activities Decisions3. 1. 2.
General Evaluation Model
Decisions

22. CIPP Model Types 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

23. CIPP Model
Ends
Means
Types of Decisions and Evaluations

24. 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

25. 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

26. 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

27. 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

28. Evaluation Type Objectives:
PRODUCT EVALUATION
Measure attainments
Interpret attainments
Done as often as necessary during the program life

29. 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

30. 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

31. 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)

32. CIPP Model HRD Essence HRD viewpoint Formative - Summative
Evaluation traditions

33. CIPP Model HRD Viewpoint Discrepancy Democratic Analytical
Diagnostic - CIPP: logical and research based approach of the total training system

34. CIPP Model Formative - Summative Context Input formative Process
Product summative

35. CIPP Model Evaluation Traditions Scientific - 1950’s
Systems ’s CIPP
Qualitative ’s
Eclectic - late 1980’s

36. 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.