Educational Evaluation PDF

Importance of evaluation methods and techniques  CIPP Evaluation model The CIPP Model’s current version (Stufflebeam, Gullickson, Wingate, 2002) reflects prolonged effort to achieve the goal of developing a sound evaluation theory which includes a coherent set of conceptual, hypot...

Importance of evaluation methods and techniques  CIPP Evaluation model The CIPP Model’s current version (Stufflebeam, Gullickson, Wingate, 2002) reflects prolonged effort to achieve the goal of developing a sound evaluation theory which includes a coherent set of conceptual, hypothetical, pragmatic, and ethical principle’s forming a general framework to guide the evaluation. The CIPP model is an acronym for Context, Input, Process, and Product. Each element represents a distinct type of evaluation that focuses on different aspects of a program or project.  CIPP MODEL The CIPP framework was developed as a means of linking evaluation with programme decision-making. It aims to provide an analytic and rational basis for programme CIPP decision-making, based on a cycle of planning, structuring, implementing and reviewing and revising decisions, each examined through a different aspect of evaluation context, input, process and product evaluation. The CIPP model is an attempt to make evaluation directly relevant to the needs of decision-makers during the phases and activities of a programme. Stufflebeam's context, input, process, and product (CIPP) evaluation model is recommended as a framework to systematically guide the conception, design, implementation, and assessment of service- learning projects, and provide feedback and judgment of the project's effectiveness for continuous improvement.  Four Aspects of CIPP Evaluation Model 1. Context Evaluation 2. Input Evaluation 3. Process Evaluation 4. Product Evaluation  context evaluation Context in CIPP refers to the group of considerations that centers on the needs assessment, available resources, problems to be solved and background issues and the overall environment of the program. Refers to as needs assessment NEEDS - a discrepancy between an existing condition and desired condition. Assess the extent to which participants accept and carry out their roles. Data which is collected over a period of time is useful in detecting strengths and weaknesses of the program.  Goals and Objectives Needs Evaluation of Context Problems Includes: Background Environment  goals and objectives The goal of context evaluation is to ensure that the curriculum is aligned with the needs and priorities of the students and that it is responsive to the broader social and cultural context. This includes examining factors such as the social, economic, and political context, as well as the needs and goals of their studies, the resources available, and the cultural and ethical values of their community. goals and objectives Identify needs, problems, assets, and opportunities. Develop goals, priorities, and objectives. Help formulate objectives.  The needs in context evaluation Beneficiaries: The needs of the beneficiaries Problems: The problems associated with the program Constraints: The constraints associated with the program Assets: The assets associated with the program Opportunities: The opportunities associated with the program Background: The background of the program Environment: The environment of the program  problems The objective of context evaluation is to define the relevant context, identify the target population and assess its needs, identify opportunities for addressing the needs, diagnose problems underlying the needs, and judge whether project goals are sufficiently responsive to the assessed needs.  Background It assesses the background and resources of a program, including the scope of the evaluation and the program's support. It also examines the needs of the program's participants, the expectations of stakeholders, and the assets and funding available.  environment In context evaluation, the environment in which a program operates is assessed, including the program's resources and background. This helps ensure that a curriculum is responsive to the community's needs and priorities. It also helps identify problems, assets, and opportunities within the community and environmental context.  Question for Context Evaluation (What needs to be done?) What is the relation of the course to other courses? Is the time adequate? What are critical or important external factors? Should courses be integrated or separate? What are the links between the course and research/extension activities? Is there a need for the course? Is the course relevant to the job needs?  Input evaluation Concerns judgement about resources and strategies needed to accomplish program goals and objectives Refers to the ingredients of the curriculum How it should be done? This includes the quality of: Plan Research Strategies Budget Stakeholders Facilities and infrastructures Coverage Question for Input Evaluation (How should it be done?) What is the entering ability of students? What are the learning skills of students? What is the motivation of the students? What are the living conditions of students? What is the students existing knowledge? Are the aims suitable? Do the objectives derives from aim? Are the objectives 'smart'? Is the course content clearly defined? Does the content match student abilities? Is the content relevant to practical problems? What is the theory/practice balance? What resources/equipment are available?  PROCESS EVALUATION Refers to the ways and means of how the curriculum has been implemented - Involves the collection of data once the program has been designed and put into operation Monitors the project implementation process. Assess the extent to which participants accept and carry out their roles. Data which is collected over a period of time is useful in detecting strengths and weaknesses of the program.  PROCESS INCLUDING ACTIONS - Planning Stage IMPLEMENTATION - Putting the Plan into Action MONITOR - Tracking Progress FEEDBACK - Evaluation and Improvement  Question for Process Evaluation (Is it being done?) What is the workload of the students? How well/actively do students participate? Are there any problems related to teaching? Are there any problems related to learning? Is there an effective 2-way communication? Is knowledge only transferred to students, or do they use and apply it?  Question for Process Evaluation (Is it being done?) Are there any problems which students face in using/ applying/analyzing the knowledge and skills? Are the teaching and learning process continuously evaluated? Are the teaching and learning affected by practical/institutional problems? What is the level of cooperation/interpersonal relations between teachers and students? How is discipline maintained?  Product Evaluation - To determine the extent to which the goals of the program have been achieved. - Measure, interpret, and judge a project’s outcomes by assessing their merit, worth, significance, and probity. As certain the extent to which the needs of all the participants were met. - Data collected can be used to make decisions about the program and making modifications for improvement. - This can be done through feedback from former students or graduates, employers and the society. Question for Product Evaluation (Did the project succeed?) - Is there one final exam at the end or several during the course? - Is there any informal assessment? - What is the quality of the assessment? -What are the students’ KSA levels after the course? -Is the evaluation carried out for the whole process? - How do students use what they learned? -How was the overall experience for the teachers and for the students? -What are the main ‘lessons learned’? -Is there an official report? -Has the teacher’s reputation improved or been ruined as a result?  using cipp in different stages in evaluation CONTEXT: What needs to be done VS Were important needs addressed? INPUT: How it should be done? VS Was a defensible design employed? PROCESS: Is it being done? VS Was the design well executed? PRODUCT: Is it succeeding? VS Did the effort succeed?  Thank you for listening!