1. By
Dr.Shazia Zamir
M.Phil Education
(2nd
semester)

2.  Models serve as frames from which to build; Provide
structure & organization for the planning process.
 A thing used as an example to follow or imitate.
 A proposed structure, typically on a smaller scale
than the original.
 Many different models
 Common elements, but
 different labels

3.  The evaluation model is systematic approach that will
guide in measuring the efficiency and effectiveness of
atraining, acourseor an educational program.
 Thetwo models will bediscussing in thisclass:
1 Kirkpatrick'sfour levelsof training evaluation.
2 TheStufflebeam CIPPEvaluation Model (Context,
Input, Processand Product Evaluation)

5.  The four steps of evaluation consist of:
 Step 1: Reaction - How well did the
learners like the learning process?
 Step 2: Learning - What did they learn?
(the extent to which the learners gain
knowledge and skills)
 Step 3: Behavior - (What changes in job performance
resulted from the learning process? (capability to
perform the newly learned skills while on the job)
 Step 4: Results - What are the tangible results of the
learning process in terms of improved quality, increased
production, efficiency, etc.?

7. Daniel Stufflebeam's CIPP Model (2002) is based on the
principle that evaluations should assess and report an
entity's merit, worth, and significance as well as, the
lesson learned.
 Context, Input, Process, and Product Evaluation
 The CIPP model's main theme is that evaluation's most
important purpose is not to prove, but to improve.

8. 8

9. 9
CONTEXT EVALUATION
◦ Provides rationale for determination of
objectives
◦ Defines relevant environment
◦ Describes desired and actual conditions
of environment
◦ Identifies unmet needs
◦ Identifies unused opportunities

10. 10
INPUT EVALUATION
◦ Determines how to use resources
◦ Assesses capabilities of responsible agency
◦ Assesses strategies for achieving objectives
◦ Assesses designs for implementing a selected
strategy

11. 11
PROCESS EVALUATION
◦ Detect or predict defects in procedure design
or its implementation
◦ Provide information for programming
decisions
◦ Maintain record of the procedure as it occurs

12. 12
PRODUCT EVALUATION
◦ Measure attainments
◦ Interpret attainments
◦ Done as often as necessary during the
program life

15.  Which of the model would fit within the context
of the organization with which you typically
work?
What are some
examples or
situations in
which you
would use
Kirkpatrick
model?
What
conditions
need to exist
to use
Kirkpatrick
model?
What are some
limitations of
Kirkpatrick
model?

16. Planning Phase
When executed Types of
decisions
Specific activities
Prior to actual
implementation of
instruction,
program or
project(or
whatever)
1.Outcomes to be
achieved.
2.Courses of
action to be taken.
1.Situation analysis
2.Specification of objectives.
3.Specification of prerequisites.
4.selection/development of
measuring instruments.
5.List of strategies
6.Selection of design.
7.Preperation of a time
schedule.

17. Process phase
When
executed
Types of decisions Specific activities
During
implementatio
n
1.Degree to which
execution is taking
place as planned.
2.Changes needed
for the sake of
improvement.
1.Administration of
tests of entry
behavior.
2.Assessment of
appropriateness of
objectives.
3.Analysis of
effectiveness of
strategies.

18. Product phase
When executed Types of decisions Specific activities
1.Following
Implementation.
1.Overall
effectiveness of the
instruction, project or
program(or whatever).
2.Future courses of
action.
1.Collection of data
related to objectives.
2.Collection of data
related to unanticipated
outcomes.
3.Analysis and
interpretation of data.
4.Reporting.

19.  It is an ongoing classroom process that keeps
students and educators informed of students’
progress toward program learning objectives.
 The main purpose of formative evaluation is to
improve instruction and student learning.

20.  It occurs most often at the end of a unit.
 The teacher uses summative evaluation to
determine what has been learned over a period of
time, to summarize student progress, and to
report to students, parents and educators on
progress relative to curriculum objectives.