Historical development of Cipp as a curriculum evaluation model
Bibliographic Data
| ID | 21409490 |
|---|---|
| Authors | Arnie G Dizon (0000-0003-2220-3493, Don Mariano Marcos Memorial State University, corresponding author) |
| Year | 2023 |
| Volume | 52 |
| Issue | 1 |
| Pages | 109-128 |
| Publication date | 2023-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | History of Education (JOURNAL) |
| Journal identifiers | ISSN: 0046-760X • E-ISSN: 1464-5130 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0046760x.2022.2098390 |
| OpenAlex | W4306253007 |
| Language | EN |
| Citations received | 2 |
CIPP, which stands for Context, Input, Process and Product, an evaluation model, is one of the most widely applied curriculum evaluation models in education. This document-based study sought to determine the historical development of CIPP as a curriculum evaluation model. Here, the reasons why the CIPP evaluation model was conceptualised are discussed. In addition, the original major features of the CIPP Model are compared with the changes in the model since it was conceptualised. Moreover, reasons for making changes to the CIPP Model are explained and factors that are considered influential are analysed. Further, contributions of the CIPP Model to the broadening of curriculum evaluation in recent years are discussed. This is to provide essential insights into the role of the CIPP Model in forming a sound evaluation practice in education
Archaeology · Context (archaeology) · Curriculum · Curriculum development · Epistemology · Mathematics education · Pedagogy · Process (computing) · Product (mathematics) · Sociology · Computer Science · Educational Technology and Assessment · History · Mathematics · Philosophy · Psychology
| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |