UNIT 4: EVALUATION MODELS

Learning Objectives: At the end of the unit, the learner  will be able to :

1.     Know about different types of evaluation models.

2.     Explain the features of various evaluation models.

 Evaluation Models

 Various types of evaluation models are discussed :

 1.  Stake’s Countenance Model

2.  Tyler’s Goal Attainment Model

3.  CIPP Model

4.  Scriven’s Model

5.  The CSE Model

Stake’s Countenance Model

In 1967, Robert E Stake proposed a system (known as Countenance Model) for conducting education evaluation. It emphasizes on two major operations-description and judgement.  The model distinguished between descriptive and judgement acts of the evaluator according to three phases of an education program i.e. antecedent, transaction and outcome phases.  Antecedents are considered to be the conditions existing prior to instructions.  Transactions constitute the process of instructions while outcomes constitute the effects of instructional program. Stake divides descriptive acts according to whether they refer to what was intended or what was actually observed. He argues that both intentions and what actually took place must be fully described.  He then divided judgmental acts according to whether they refer to the standards used in reaching judgements or to the actual judgements themselves.  He assumes the existence of a rationale for guiding the design of a curriculum.  Stake presents a graphic representation of the statements and data needed to be gathered by an evaluator.  The layout is given in Fig. 4.1

Tyler’s Goal Attainment Model

Ralph W Tyler (1950) proposed a goal attainment model. Tyler describes education as a process in which three different foci should be distinguished - education objectives, learning experiences and examination of achievements.  According to him, evaluation means an examination of whether desired educational objectives have been attained or not.  

Tyler model has been used mainly to evaluate the achievement level of either individuals or a group of students.  The evaluator working with this model is interested in the extent to which students ate developing in the desired way.  Evaluation of this type is represented by arrow No. 3 marked in the figure.

The relationship between educational objectives and students’ achievement constitutes only apportion of the model.  The study of other relationships described in the model also form part of curriculum evaluation.  Arrow No. 1 refers to the correspondence between the objectives and the learning experiences suggested in the  learning experiences and education outcomes.

CIPP Model

CIPP model was originated by Daniel Stufflebeam and Egon Guba.  CIPP is an acronym representing the four types of evaluation identified by this model namely, context evaluation, input evaluation, process evaluation and product evaluation.

 According to Stufflebeam, evaluation is the process of delineating, obtaining and providing useful information for judging decision alternatives. ‘Delineating’ refers to focusing of informative requirements needed by decision-maker through such operations as specifying, defining and explicating.  ‘Obtaining’ implies collection, organization and analysis of information using such technical procedures as measurement and statistics.  ‘Providing’ refers to synthesizing of information so that it will be optimally useful for the purpose of evaluation.  ‘Delineating’ and ‘providing’ operations are carried out collaboratively between evaluator and decision-maker, whereas the obtaining of information is carried out primarily by the evaluator.  

The four forms of evaluation are explained below:

 i)   Context Evaluation  

 The objective of this evaluation is to provide a rationale for determination of educational objectives.  It leads to identification of general goals and specific objectives that should be the focus of an educational programme.

 ii)  Input Evaluation

 It provides information as to how the resources are being utilized to achieve the desired objectives.  During input evaluation, the task is to ascertain the value of available capabilities of the system and potential strategies for achieving the objectives.

 iii)  Process  Evaluation

 The aim of process evaluation is to identify any defect in the procedural design particularly if the curriculum is not being implemented as planned.  The evaluator monitors the actual instructional strategies in order to help the decision-maker to anticipate and overcome procedural difficulties

 iv)   Product Evaluation

 It measures and interprets the attainment yielded by a programme.  The information gathered is used to make comparison between expectations and actual outcomes.  The product evaluation helps to decide whether to continue, terminate or modify a programme

Scriven’s Model

In this model, primary attention is give to extrinsic criteria.  Scriven conceives of evaluation as an assessment of  merit.  He stresses the need to assess the merit of the goals themselves.  He points out if the goals are not worth achieving, then it is uninteresting how well they are achieved.  So considerable attention has to be paid to the quality of goals itself.  Scriven also observed that action decision can be made without completely understanding why one programme is superior to the other if on the basis of comparison, one programme produces effects superior to other.  Scriven’s strong advocacy  of comparative evaluation has made many evaluators approach their task by searching for reasonable comparison among the objects(e.g. goals or programmes), they evaluate.

 Scriven detected that in most cases of evaluation, the main focus of the evaluator is gathering information regarding goals of the program. Such goal-preoccupation might actually be interfering with the quality of evaluator’s work.  Therefore, Scriven has proposed a goal-free evaluation mode.

In the goal based evaluation, the focus of the evaluator is on checking whether the goals of the program have been achieved or not.  However, in goal-free evaluation, the evaluator focuses on the intended as well as unintended outcomes of the program.  The goal-free evaluation attends to the results accomplished by the programme.  The chief advantage of goal-free evaluation is that it encourages the evaluator to be attentive to a wider range of program outcomes as compared to goal-free evaluation.  

CSE Model

The Center for Study of Evaluation (CSE) at University of California, Los Angles is an R&D center engaged in analyzing and bringing improvement in evaluation.  The center’s approach to evaluation is called CSE model.  CSE model is similar to CIPP model except that process evaluation, as described by Stufflebeam, has been reconceptualised.  Whereas, CIPP model focuses on procedural considerations during process evaluation, the CSE model encourages evaluators to attend to the enroute products as well as process of the program being evaluated.

 The various stages of this model are described as follows:

 i)  Need Assessment  - This stage focuses on gathering information about the extent to which educational program are meeting their objectives.  The current status of an educational program’s output is determined and compared with desired program objectives. The difference between the two is described as educational needs. The decision focus of the stage is problem selection.

 ii)  Program Planning - This stage deals with the type of programs that meet the needs   assessed in the first stage.  The decision focus of this stage is program selection.

 iii) Implementation Evaluation  -  In this stage, information is collected about the extent to which instructional program is actually carried out as per the program plan. The decision focus of this stage is program modification.

 iv) Program Evaluation  -  This stage provides  information about the extent to which  planned program is achieving  its objectives. The evaluator tries to identify the relative success of different components of a program to improve the program deficiencies. Here, the evaluation is also attentive to the enroute products of the program.

 v)  Outcome Evaluation  - This stage lay emphasis on information regarding the  program worth as reflected by the outcome it produces.  Through outcome evaluation, the evaluator wants to present information to decision makers so that they can determine whether a program should be eliminated, modified or retrieved. The decision focus of this stage is program certification.

 TEST QUESTIONS

 1.  A teacher has developed a number of objectives for a course and evaluates the success of the course on the basis of data regarding whether those objectives have been satisfactorily achieved.  What type of evaluation model is the teacher following?  

 2.  CIPP stands for: