CIPP Evaluation Model

3. Implicational context of CIPP evaluation model According to Zhang et al., (2011), the CIPP evaluation model is one of the most extensively employed evaluation models. The American Society for Training and Development organization conducted a survey and interestingly, they found that among many evaluation models, CIPP model was favorable (Galvin, 1983). In many researches, CIPP model is acknowledged to be well-founded and precise in assessing a curriculum. The CIPP model comprises “a comprehensive framework for conducting formative and summative evaluations of projects, personnel, products, organizations, and evaluation systems” (Stufflebeam and Shinkfield (2007), p.325). From the ideas of the CIPP model, it can be realized that the

The writer of this essay recognizes that utilizing this model for the LTO curriculum evaluation will be appropriate and relevant for these three following reasons. The first benefit of the CIPP model is that of its flexibility. The four types of evaluation including context, input, process, and product evaluation can be applied in different types of language teaching contexts which may be a classroom, a language center, or a language school. Furthermore, it is also dynamic for the evaluators to use these types of evaluation separately or combine all of them as a

CIPP model helps the evaluators of organizations systematically collect, obtain, and analyze information in all four types of evaluation in order that the managers can make wise and appropriate decisions. The decisions are absolutely connected with specific types of evaluation. Context evaluation comprises describing and assessing the context of curriculum applied as well as the target population and its needs. Thus, this evaluation helps in making curriculum designing evaluation. Input evaluation is an assessment of what strategies and resources for the curriculum should be concerned and employed in order to achieve proposed objectives in the first step. In other words, it helps in program structuring decisions. Process evaluation examines and monitors how the curriculum is implemented and performed. This kind of feedback can be helpful in making formative evaluation decisions relating to the maintenance or modification of the curriculum. Finally, through product evaluation, managers are provided with summative information that can be used to judge the worth and influence of