The CIPP Model to Evaluate-The Case Study on Student Service Program
The CIPP model would be most appropriate to evaluate the Student Service Program. CIPP was proposed by Daniel Stufflebeam in the 1969 and is an acronym for Context, Input, Process, and Product (Guskey, 2000). The model seeks to evaluate each section; context evaluation is used in planning decision and the identification of the problem, while, Input evaluation involves the steps and resources needed to meet goals and objectives of the program (Guskey, 2000). Process evaluation provides information on whether the focus program is being done according to plan and it provides information on how well the program is being implemented. Product evaluation focuses on the outcome, the success, and the need for modification or continuation of a program (Guskey, 2000).
This model is quite flexible in nature, as it can be use for formative as well as for summative evaluation (Stufflebeam, 2002). Because of its flexibility, the Student Services program will need continuously evaluation to see the progress of each student. Prior to acceptance into the program, assessment will have to be conducted to determine the eligibility of a child with severe disability. The program supervisors will be able to adjust the program, where they see it necessary, to meet the needs of each individual. The ability to make changes within the program is also important, since the evaluation process may require changes to be made and to track the progress of the program. Although the CIPP model is ideal for long-term program, I am of the view that three years is sufficient for this method to be used.
The CIPP Model uses a decision-focused approach to evaluation, as a result, communication will be a key factor in that given that teachers are expected to conduct home visits and have the parent involve in the process. Home visits documented and reports shared with parents. Information provided to the different stakeholders is considered important; in this case, it would be the parents and the funding agencies. In order for the CIPP model to be effective there has to be some form of contractual agreement between the stakeholders, especially since they will be working with students diagnosed with severe of profound disabilities.
References
Daniel L. Stufflebeam, D. L. (2002, June). CIPP Evaluation Model Checklist. A tool for applying the Fifth Installment of the CIPP Model to assess long-term enterprise
Retrieved September 18, 2009 from http://www.wmich.edu/evalctr/checklists/cippchecklist.htm
Guskey, T. R. (2000). Evaluating Professional Development. Corwin Press.
Hillary
ReplyDeleteYou have wisely chosen a model that works for an evaluation of this program. CIPP would work well for a formative evaluation based on the type of program in question. You tie the elements of the model into the evaluation plan in an obvious but strong manner. You could have gone a bit further in being specific about the implementation of CIPP with this specific program. Well done.