Curriculum Evaluation Models
Stake’s Model
Stuffle Beam’s Model
REPORTER: MAE S. PALACIO, RN
OBJECTIVES:
The students will be able to understand the Stake
model and Stuffle Beam’s Model
The students will understand the application of
the model into curriculum
The students will able to identify the difference
between the models.
Stake’s Countenance Model (1967)
This model was created in 1967 by
Robert E. Stake, for the Center for
Instructional Research and
Curriculum Evaluation at the
University of Illinois.
It examines the basis of the education
program such as the background philosophy
and purpose for which the program was
developed. These intents refer to the goals
and plans of the practitioners such as the
curricula and education program planners,
teachers and students.
Stake’s Countenance Framework
Source: From” The Countenance of Educational Evaluation” by Stake,
R.E. (1967). Teacher College Record, 68, p. 529 .
Stake devides descriptive acts according to wether they
refer to what is intended or what was actually observed.
He argues that both intentions and what actually took
place must be fully described.
He then devided judgemental acts according to wether
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.
1. Ancedents
Conditions exist before
THREE SETS OF DATA:
implementation
2. Transactions
Activities occurs during
implementation
3. Outcomes
Results after implementation
Describe the program fully
Judge the outcomes against
external standards
Antecedents
Students
Conditions Exist
Learning
interest/ Traditions
environme
prior and Values
learning nt
Transactions
Interactions that occur between:
TEACHERS STUDENTS STUDENTS CURRICULAR
MATERIALS
STUDENTS STUDENTS
STUDENTS
EDUCATIONAL
ENVIRONMENT
TRANSACTIONS = PROCESS OF
Learning Outcomes
Impact of curriculum implementation on:
1 Students
2 Teachers
3 Administrator
Outcomes
4 Community
Immediate Outcomes Long Range Outcomes
Stake’s Countenance Model
Key Emphasis:
Description and Judgement of Data
Purpose:
To report the ways each people see curriculum Focus is on
Responsive Evaluation
1.Responds to audience needs for information
2.Orients more toward program activities than results
3. Presents all audience view points(multi perspective)
Stuffle Beam’s CIPP Model
The CIPP model was created in the 1960s by
Daniel Stufflebeam and is considered a decision-
oriented model that systematically collects
information about a program to identify strengths
and limitations in content or delivery, to improve
program effectiveness or plan for the future of a
program of this model are often focused on
management-oriented evaluation, as this
framework combines four stages of evaluation.
The focus is on continuous improvement by
concentrating on four areas of a program: the
overall goals or mission Context Evaluation); the
plans and resources (Input Evaluation); the
activities or components (Process Evaluation); and
the outcomes or objectives (Product Evaluation).
Context, Input, Process, Product Evaluation Model
Context Evaluation
Context Evaluation is used to
give a rational reason for
why a curriculum have to be
implemented. It also involves
studying the environment in
which a curriculum is run. It
is generally done when a new
program is launched.
Example:
If an educational program is to be launched for
learners with special needs, a thorough needs
analysis is required before the launch of the
program
It is imperative to understand the problems faced
by these learners and the learning environment
should be tweaked to provide them with easy
access to the learning tools.
Input Evaluation
This is done to provide information
about the sources that can be used
to achieve the program objectives.
It helps in finding a strategy to
solve the problem and helps in
planning.
Example: The budget for the
program, the schedule for the
classes, infrastructure, learning
strategies, media, teaching staff etc.
should be taken into consideration.
Process Evaluation
This evaluation is done to identify if the
education program is as per the strategies
finalized for it. It is carried out to monitor
potential sources that can cause failure and
necessary adjustment are made to enhance the
impact of the program and prevent its failure.
Example:
If it is found that the students are not performing
well in the test, there is need to evaluate the
process and find out the reason.
This can be done by talking to the students,
observing them in the class, interacting with
teachers and having focused group dicussions.
The overall objective of all this is to identify the
gaps due to which the education program is not
effective and fill the gap
Product Evaluation
It measures the achievement of the
program objectives. It is conducted
during and after the program. On
the basis of the data collected
during this evaluation, it is decided
if the program is good, requires
modification or should be
terminated.
Example:
The data for product evaluation would be
gathered through instruments like test sheets,
interview sheets, examination results, research
outputs publication, etc.
On the basis of the qualitative and quantitative
data, the program evaluator would decide the fate
of the education program.
References
https://sites.google.com/site/evaluationshafee/5-valuation-
model/c-model-stake
https://www.slideshare.net/deivammuniyandi/stakes-model-
of-curriculum-evaluation
Stake's Model of curriculum Evaluation
https://poorvucenter.yale.edu/CIPP
