Daniel L. Stufflebeam
C. I. P. P. Evaluation
Model
1
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
2
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 decisionmaking settings.
.
3
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 Model
Stufflebeam 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 Model
Key Components :
1.
2.
3.
4.
5.
6.
7.
Evaluation definition
Major 3 steps for any evaluation
Decision-making settings
Types of decisions
General evaluation model
Types of evaluation
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
Information Grasp
High
Homeostatic
Metamorphic
Incremental
Neomobilistic
Low
Degree of Change
Small
Large
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 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)
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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)
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CIPP Model
Ends
Means
Intended
Actual
PLANNING
DECISONS
RECYCLING
DECISIONS
(goals)
(attainments)
STRUCTURING
DECISIONS
IMPLEMENTING
DECISIONS
(procedural designs)
(procedures in use)
Types of Decisions
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CIPP Model
Types of Decisions Matrix:
– Forms the model of all possible
educational system needed decisionmaking categories while also being
mutually exclusive (ends, means,
intended and actual)
– Provides for a generalizable
evaluation design model
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CIPP Model
System
Activities
1.
Decisions
Evaluation
2.
3.
General Evaluation Model
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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
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CIPP Model
Ends
Means
Intended
Actual
PLANNING
DECISONS
RECYCLING
DECISIONS
supported by
supported by
CONTEXT
EVALUATION
STRUCTURING
DECISIONS
PRODUCT
EVALUATION
IMPLEMENTING
DECISIONS
supported by
supported by
INPUT
EVALUATION
PROCESS
EVALUATION
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
 Qualitative - 1980’s
 Eclectic - late 1980’s
CIPP
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Post - Test
1.
2.
3.
4.
What do the letters CIPP stand for?
What profession is Daniel L. Stufflebeam?
Name the three major steps for any evaluation.
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 decisionmaking purpose.
36