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The CIPP evaluation model is a program evaluation model which was developed by Daniel Stufflebeam and colleagues in the 1960s. CIPP is an acronym for context, input, process and product. CIPP is a decision-focused approach to evaluation and emphasizes the systematic provision of information for program management and operation. [1]
The CIPP model of evaluation was developed by Daniel Stufflebeam and colleagues in the 1960s.CIPP is an acronym for Context, Input, Process and Product. CIPP is an evaluation model that requires the evaluation of context, input, process and product in judging a programme's value.
7) This type of evaluation is particularly helpful in the context of social innovation, where "goals are emergent and changing rather than predetermined and fixed, time periods are fluid and forward-looking rather than artificially imposed by external deadlines, and the purposes are innovation, change, and learning rather than external ...
The context-input-process-output (CIPO) model is a basic systems model of school functioning, which can be applied to several levels within education, namely system level, school level and classroom level. [1] The model also functions as analytical framework through which the educational quality can be reviewed. [2]
CIPP evaluation model (Context, Input, Process, Product) The Chartered Institute of Payroll Professionals, a UK professional body. Capture, intermediate Purification, and Polishing (CiPP) in affinity chromatography; Certified Integrative Psychiatric Provider
Robert J. Marzano is an educational researcher in the United States. He has done educational research and theory on the topics of standards-based assessment, cognition, high-yield teaching strategies, and school leadership, including the development of practical programs and tools for teachers and administrators in K–12 schools.
Dwight W. Allen (August 1, 1931 – October 16, 2021) was a professor of education, eminent scholar, and lifelong education reformist. He served as a professor and Director of Teacher Education at his alma mater, the Stanford Graduate School of Education from 1959 to 1967.
A branch of educational evaluation theory has emerged that focuses on constructive alignment as a key element in effective educational design. Known as design-focused evaluation , [ 2 ] this approach seeks student feedback on the efficacy of the designed alignment between the intended learning outcomes and the teaching and learning activities ...