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Program Evaluation C. I. P. P. Evaluation Model. pptx

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DrSindhuAlmas

what is program what is evaluation Program Evaluation C. I. P. P. Evaluation Model

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1 Program Evaluation C. I. P. P. Evaluation Model DR SINDHU ALMAS MBBS, MPH, (MHPE), (PHD) DEPARTMENT OF PUBLIC HEALTH & COMMUNITY MEDICINE LUMHS
2 PROGRAM?
3 Program "A program is an organized framework of activities and resources designed to achieve specific goals within a target population, addressing identified needs through planned interventions, and incorporating mechanisms for monitoring, evaluation, and improvement to ensure desired outcomes are met. An example of a program is a community health initiative that provides free vaccinations to children to reduce the incidence of preventable diseases.
4 EVALUATION?
5 Evaluation Evaluation is the systematic process of collecting and analysing information to assess the effectiveness, value, or impact of a program, project, or policy, and to inform decision-making. An example of evaluation is assessing a tutoring program by measuring students' academic performance before and after participation to determine if their grades improved.
6 Models for Curriculumn Evaluation Tyler's Objective-Centred Model Stake's Responsive Evaluation Model Scriven's Goal-Free Evaluation Kirkpatrick's Four Levels of Evaluation The Illuminative Model Bradley's Effectiveness Model Stufflebeams CIPP Model
I. Introduction to CIPP Model 7
8 This model was created by Daniel L. Stufflebeam, a professor at Western Michigan University.
9 CIPP Evaluation model C - context I - input P - process P - product approach.
CIPP Evaluation assisst a decision maker four basic questions 10 What Should we do? Are we doing it is planned? How should we do it? Did the programme worked?
11 CIPP Evaluation model The CIPP evaluation model is designed to systematically guide both evaluators and stakeholders in posing relevant questions and conducting assessments at the beginning of a project, while it is in progress, and at its end. This approach seeks to improve and achieve accountability in educational programming through a "learning-by-doing" approach (Zhang et al., 2011).
12
13
14 Context 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?
15 Input "How should it be done?" Refers to the ingredients of the curriculum which include the goals, instructional strategies, the learners, the teachers, the contents and all the materials needed.
16 Input 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 derive from aim?
17 Input 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? What books do the teachers have? What books do the students have
18 Input How strong are the teaching strategies of the teachers? What time is available compared with the workload, for preparation? What knowledge, skills and attitudes, related to the subject, do the teachers have? How supportive is the classroom environment? How many students are there? How many teachers are there? How is the course organized? What regulations relate to the training
19 Process "Is it being done?" Refers to the ways and means of how the curriculum has been implemented. Monitors the project implementation process. Assess the extent to which participants accept and carry out their roles
20 Process 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?
21 Process Are there any problems which students face in using/applying/analysing 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?
22 Product "Did the project succeed?" Indicates if the curriculum accomplishes its goals. Measure, interpret, and judge a project's outcomes by assessing their merit, worth, and significance. Ascertain the extent to which the needs of all the participants were met
23 Product 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
24 Product 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
25
26
27 CONCLUSION
THANKS 28

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Program Evaluation C. I. P. P. Evaluation Model. pptx

  • 1. 1 Program Evaluation C. I. P. P. Evaluation Model DR SINDHU ALMAS MBBS, MPH, (MHPE), (PHD) DEPARTMENT OF PUBLIC HEALTH & COMMUNITY MEDICINE LUMHS
  • 3. 3 Program "A program is an organized framework of activities and resources designed to achieve specific goals within a target population, addressing identified needs through planned interventions, and incorporating mechanisms for monitoring, evaluation, and improvement to ensure desired outcomes are met. An example of a program is a community health initiative that provides free vaccinations to children to reduce the incidence of preventable diseases.
  • 5. 5 Evaluation Evaluation is the systematic process of collecting and analysing information to assess the effectiveness, value, or impact of a program, project, or policy, and to inform decision-making. An example of evaluation is assessing a tutoring program by measuring students' academic performance before and after participation to determine if their grades improved.
  • 6. 6 Models for Curriculumn Evaluation Tyler's Objective-Centred Model Stake's Responsive Evaluation Model Scriven's Goal-Free Evaluation Kirkpatrick's Four Levels of Evaluation The Illuminative Model Bradley's Effectiveness Model Stufflebeams CIPP Model
  • 7. I. Introduction to CIPP Model 7
  • 8. 8 This model was created by Daniel L. Stufflebeam, a professor at Western Michigan University.
  • 9. 9 CIPP Evaluation model C - context I - input P - process P - product approach.
  • 10. CIPP Evaluation assisst a decision maker four basic questions 10 What Should we do? Are we doing it is planned? How should we do it? Did the programme worked?
  • 11. 11 CIPP Evaluation model The CIPP evaluation model is designed to systematically guide both evaluators and stakeholders in posing relevant questions and conducting assessments at the beginning of a project, while it is in progress, and at its end. This approach seeks to improve and achieve accountability in educational programming through a "learning-by-doing" approach (Zhang et al., 2011).
  • 12. 12
  • 13. 13
  • 14. 14 Context 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?
  • 15. 15 Input "How should it be done?" Refers to the ingredients of the curriculum which include the goals, instructional strategies, the learners, the teachers, the contents and all the materials needed.
  • 16. 16 Input 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 derive from aim?
  • 17. 17 Input 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? What books do the teachers have? What books do the students have
  • 18. 18 Input How strong are the teaching strategies of the teachers? What time is available compared with the workload, for preparation? What knowledge, skills and attitudes, related to the subject, do the teachers have? How supportive is the classroom environment? How many students are there? How many teachers are there? How is the course organized? What regulations relate to the training
  • 19. 19 Process "Is it being done?" Refers to the ways and means of how the curriculum has been implemented. Monitors the project implementation process. Assess the extent to which participants accept and carry out their roles
  • 20. 20 Process 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?
  • 21. 21 Process Are there any problems which students face in using/applying/analysing 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?
  • 22. 22 Product "Did the project succeed?" Indicates if the curriculum accomplishes its goals. Measure, interpret, and judge a project's outcomes by assessing their merit, worth, and significance. Ascertain the extent to which the needs of all the participants were met
  • 23. 23 Product 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
  • 24. 24 Product 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
  • 25. 25
  • 26. 26

Editor's Notes

  • #23: Knowledge Skills and Abilities