CIPP Model Utilization and The Errors of CIPP Model Utilization of Educational Projects Evaluation

Abstract

This research aims to analyze the use of the CIPP model and the misconceptions in applying the CIPP model in the evaluation of educational projects. It also includes the analysis of the use of the CIPP model in the evaluation of educational projects, totaling 150 essential supports from online database searches, theses, papers, independent studies, dissertations, and research papers published from 2002 to 2017. The frequency and percentage were determined according to the checklist framework for using the CIPP model in project evaluation, based on the concept from Stufflebeam (2007), which consists of four aspects as follows: Context Evaluation, Input Evaluation, Process Evaluation, and Product Evaluation. The results indicated that: 1) Context evaluation (C) mostly involved evaluating the properties and problems in the specific environment, but it did not evaluate the needs of the organization, procedures, or continuous monitoring of the environment. 2) Input evaluation (I) mostly involved evaluating the competitive strategies, plans, and budgets of the chosen method, but it did not evaluate the appropriate methods, information synthesis, or presentation. 3) Process evaluation (P) mostly involved evaluating supervision documents and project evaluations, but it did not evaluate the implementation according to the plan. and 4) Product evaluation (P) mostly involved evaluating customer/stakeholder activities related to controlling who receives services, but it did not evaluate the project results.