Section 2.3.3.1 Models of Programme Evaluation

Section 2.3.3.1 Models of Programme Evaluation

Section 2.3.3.1 Models of Programme Evaluation

While there is no simple or universal set of criteria to effectively evaluate a programme, several theoretical frameworks can be employed, such as Armitage, Bryant, & Dunhill’s (1990) 5 Stage Model, Neary’s (1996) Framework for Curriculum Evaluation, or the very accessible form developed by the University of Wisconsin (see http://learningstore.uwex.edu/pdf/G3658-1W.PDF).


Arguably the most useful for programme-level evaluation in Tertiary education (Reece & Walker, 2002) is Stufflebeam’s (1971) Context, Input, Process, Product (CIPP) Model which posits that evaluation should be considered in terms of 4 main headings:

Context: The setting of the course. Relates to the aims of the curriculum

Input: Relates to students, staff, & resources used

Process: The appropriateness of what happens on the course – how the input elements are used to achieve the aims and objectives

Product: Relates to the outcomes – the students who have gone through the course and what they’ve learned


Questions relevant to each heading are listed below:

2.3.3.1 (a) models of prog development.jpg

2.3.3.1 (b) models of prog development.jpg


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