Historical development of CIPP as a curriculum evaluation model

Dizon, Arnie G.

doi:10.1080/0046760x.2022.2098390

Cited by 6 publications

(3 citation statements)

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“…One evaluation model that prioritizes the analysis of the process is the CIPP Evaluation Model (Context, Input, Process, and Product. The CIPP model is a comprehensive evaluation model that is relevant to the performance evaluation and supports the development of a good organizational mindset of higher education which widely accepted (Adedokun-Shittu & Shittu, 2015;Chinta et al, 2016;Dizon, 2023;Vali, 2021). The results of previous research revealed that the use of the CIPP Evaluation Model has an interconnected and effective analysis component for the evaluation of formative, summative curricula, and good problem solving to determine the next curriculum policy (Hasan et al, 2015;Tuna, 2021).…”

Section: Introductionmentioning

confidence: 99%

Problems of biology learning and evaluation analysis at the cipp model-based higher education level

Arjaya

Suma

2023

Biosfer

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The purpose of this study was 1) to determine what the problems of biology learning at the college level are based on the learning domain; 2) to examine the biology learning curriculum's context; 3) Evaluate the biology learning curriculum input; 4) Evaluate the biology learning curriculum process, and 5) Evaluate the biology learning curriculum at Universitas Mahasaraswati Denpasar, Indonesia. This research includes evaluative research with a mixed methods, explanatory sequential design approach. The data retrieval technique in this study used the purposive samplingmethod namely, 57 students and 11 lecturers became research samples. The results of this study are: 1) cognitive domain issues are misconceptions, high-level thinking skills, and gender. Affective domain problems include stress, scientific attitudes, and attitudes toward science. Furthermore, the psychomotor domain problems are basic process skills and experimental processes; 2) The context of curriculum problem related to outcome based education (OBE) is still generic and has not involved the business world and industry; 3) Input evaluation results based on leadership and educational facilities are relatively good, but still development in human resources (HR) section. Furthermore, the lecturer's teaching competencies are categorized well; 4) The evaluation of the lecture process is consistently conducted by monitoring Internal Quality Audit and ISO 21001: 2018; 5) The results of the curriculum evaluation product are relatively good but still constrained regarding the fulfillment of doctoral qualifications and student publications. Each of these issues has been assigned separately for follow-up.

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Section: Introductionmentioning

confidence: 99%

Problems of biology learning and evaluation analysis at the cipp model-based higher education level

Arjaya

Suma

2023

Biosfer

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“…Learning evaluation research which includes learning planning, learning characteristics, learning implementation, learning evaluation, and learning achievement is an evaluation model that evaluates learning programs as a system based on their components [19][20][21]. The previous research evaluation model only evaluated four aspects up to the learning evaluation aspect of the learning program [22,23], with an evaluation model consisting of adding an impact component or related competency-based learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Physical and Health Education Online Learning in Elementary Schools: PLS-SEM Approach

Rihatno¹,

Nuraini²

2023

IJIET

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During the COVID-19 pandemic, online learning in physical and health education encountered multiple barriers and resistance. Barriers faced in online learning include inadequate facilities and infrastructure, mastery of technology by teachers, and limited internet networks. So, to measure the achievement of PESH learning objectives, an evaluation process is needed. The Physical Education, Sport, and Health (PESH) quantitative survey research aims to evaluate the success of PESH online learning in elementary schools. It used random sampling technique and obtained a sample of 188 respondents in Yogyakarta. In addition, students, teachers, principals, and vice-principals in five elementary schools participated in the research respondents. The second-order partial least squares structural equation modeling (PLS-SEM) technique was used to test the structural model because of the complexity of the constructs and indicators, which consisting of 5 measurements, 13 aspects, 43 constructs, and 21 hypotheses. The evaluation of the measurement and structural models has met the cut-off values in this literature. Overall, each indicator can explain the variance of the success of online learning evaluation with an average of 88.821%. Each variable has a significant influence on the average success of learning outcomes. The overall recapitulation of the online learning evaluation results obtained >80% with the input variable obtaining an average of 90.359%. Student characteristics and facilities and infrastructure learning are the most dominant in the acquisition of learning evaluation achievements. The recommendation that researchers put forward is that schools should increase the provision of facilities and infrastructure and internet networks so that the implementation of technology and mastery of the material by teachers can be carried out better.

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“…To achieve this goal, this paper firstly utilizes the Context, Input, Process, and Product (CIPP) model evaluations (Dizon, 2022) to determine the influencing factors (i.e., ITCCHE indicators), in four aspects, context, input, process, and product. Secondly, we collected numerical information of these ITCCHE indicators from 52 Chinese higher education schools at various levels and in different regions, by public data retrieving, academic research database retrieving, questionnaire survey, specialist consultation, and self-assessment.…”

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confidence: 99%

Capability Assessment of Cultivating Innovative Talents for Higher Schools Based on Machine Learning

Huang,

Sun,

Zhang

et al. 2024

International Journal of Information and Communication Technology Education

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The innovation capability largely determines the initiative for future development of a region. Higher school is the main position for training innovative talents. Accurate and comprehensive assessment of innovation cultivation capability is an important basis of higher schools for continuous improvement. Thus, this paper focuses on assessing innovative talent cultivation capability. First, by CIPP model (Context, Input, Process and Product Evaluation), an assessment indicator system is built, consisting of 89 indicators in 21 categories. Then, based on indicator characteristics, this paper uses public data statistics, database retrieving, student survey, teacher survey, support personnel and expert investigation, to collect indicator values. After this, by a powerful machine learning algorithm, gradient Boosting regression tree, a capability assessment model is established. And based on collected data, established model is compared with several regression models in innovative talent cultivation capability assessing. Results confirm the performance superiority of our solution.

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Historical development of CIPP as a curriculum evaluation model

Cited by 6 publications

References 0 publications

Problems of biology learning and evaluation analysis at the cipp model-based higher education level

Problems of biology learning and evaluation analysis at the cipp model-based higher education level

Evaluation of Physical and Health Education Online Learning in Elementary Schools: PLS-SEM Approach

Capability Assessment of Cultivating Innovative Talents for Higher Schools Based on Machine Learning

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