CIPP Evaluation Model
The Model was developed by Daniel L. Stufflebeam, a Professor at the Western University of Michigan, USA. The CIPP is an acronym of four main evaluations; Context, Input, Process and Product. Stufflebeam started the model in 1966 in stages. During this period, the USA was using traditional methods of evaluation like experimental designs, standardized tests and site visits (Potter, 1994 as cited in Burrows, 1995). The CIPP Model was developed to provide government institutions with information that would assist them in decision-making and accountability needs Madaus, Stufflebeam, & Amp; Scriven, 1983).
The first stage that was started in 1966 emphasized process and product evaluations. He introduced aspects of context and input to complete the four acronym model in 1967.
The description of the model is that; Context evaluation explains goal-setting, Input evaluation highlights needs assessment, Process evaluation clarifies planning, implementation and suggestions of alternative strategies. In the third stage that was effected in 1971, Stufflebeam introduced four guiding principles that accompany any form of evaluation; impact, effectiveness, sustainability and transportability. In 1972, he added the two concepts of evaluation; formative and summative evaluations into the model which marked the fourth stage. The fifth and the current stage was proposed in 2002 where he suggested that Product evaluation should reflect the components found in the third stage.
This Model works in all academic disciplines; Education, Economics; Engineering, Medicine, Law, and others. The Stufflebeam’s CIPP model of evaluation is one of the best theories used in evaluating educational academic programmes effectively and decisively. It focuses on programme improvement with the purpose of making informed decisions towards an educational programme after evaluation. It guides to evaluate the effectiveness of a programme in an institution of learning, be it a school, college or university. The Context evaluation sets the curriculum’s goals and programme’s objective to achieve, the Input evaluation focuses on application of various strategies and methods to help achieve the goals, the Process evaluation focuses on assessment of implementation and the Product evaluation looks at the outcome achievement of the programme. Then, the decision must be made by the stakeholders, whether to proceed or modify or suspend or terminate the programme (Burrows, 1995).
