CIPP Evaluation Model In Language Education
Among aspects contributing to the effectiveness of language teaching, curriculum is one of the most substantial necessities of providing learners with successful language education (Daloğlu, 1996). Thus, it is reasonable that an effective curriculum will result in the high quality achievement of language teaching and learning. In the entire curriculum development, evaluation plays an indispensible role in which significant information will be collected to determine the fulfillment of the program objectives (Daramola, 1995) and to “gauge the value and effectiveness of any particular piece of educational activity” (Kelly, 1989, p. 187). Obviously, the types of curriculum evaluation will stem from different purposes and the person making …show more content…
Stufflebeam in 1971. Stufflebeam et al (1971) consider evaluation as “the process of delineating, obtaining, and providing useful and information for judging decision alternatives” (p.34). In Stufflebeam’s definition, there are two noticeable features of evaluation which should be attentively noticed. First, evaluation is an enduring procedure which is vigorous, flexible, and adaptable. Second, major stages of evaluation process comprise procuring and attaining information, and then delivering those evaluative data to the decision makers. In other words, CIPP evaluation model is based on collecting and supplying evaluative information or data for making decisions (Stufflebeam et al, 1971). Consequently, CIPP model is regarded as the best decision-making model designed to facilitate administrators or managers in making decisions (Boulmetis & Dutwin, …show more content…
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),
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