Daniel L.

Stufflebeam

C. I. P. P. Evaluation
Model

CIPP Model
Objectives:
Be

familiar with Stufflebeams

educator background
Understand Stufflebeams 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 decision-making
settings.
.

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

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

CIPP Model
Definition Key Terms:

Evaluation: ascertainment of value

Decision: act of making up ones mind
Then from the decision-maker viewpoint:
Evaluation is the process of ascertaining
the relative value of competing alternatives

10

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

12

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
Small

Degree of Change

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 decision-making 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

21

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

32

CIPP Model
HRD Viewpoint
Discrepancy
Democratic
Analytical
Diagnostic - CIPP: logical and research
based approach of the total training
system
33

CIPP Model
Formative - Summative
Context
Input
formative
Process
Product
summative

34

CIPP Model
Evaluation Traditions
Scientific - 1950s
Systems - 1970s
Qualitative - 1980s
Eclectic - late 1980s

CIPP

35

Post - Test
1.
2.
3.
4.
5.
6.

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.
Describe the General Evaluation Model.
Classify each evaluation type within the ends, means,
intended and actual matrix.
7. Name the four evaluation types and their decisionmaking purpose.
36