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Educational evaluation with cipp model: a review of literatures

Fatemehsadat Nabizadeh‑Gharghozar., Armin Amani-Bani and Zohreh Nabizadeh‑Gharghozar

Background & Aim: Achieving the proper quality of the curriculum requires frequent measurements and the detection of program failures. Therefore, the quality of education and the effectiveness of the educational system are the main concerns of the educational system and development practitioners in each country. The purpose of this study is to review how the educational system is evaluated using the CIPP model. Materials & Methods: This research is a review study conducted in 2020. For this purpose, the databasesof ProQuest, Google Scholar, PubMed, Scopus, SID, and MagIran were reviewed. The range of articles was from 1995 to 2020. Results: The simulation model evaluates the program in four areas: Context, Input, process, and Product. The purpose of the context evaluation is to provide a rational context for determining educational objectives. Input evaluationdescribes the conditions and influential factorsand resources needed in programdesign to achieve the appropriate goals. Process evaluation is providing the necessary information about the methods and implementation of the program to make the necessary decisions. Finally, the product evaluation includes results and judgments about the level of appropriate response to the needs as well ascontrolling deviations from the program. Conclusion: The CIPP evaluation model has a wide application in the educational system and is a comprehensive model that can examine a program systematically at all stages of its implementation.

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