Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-learning Programs

Guili Zhang, Nancy Zeller, Robin Griffith, Debbie Metcalf, Jennifer Williams, Christine Shea, Katherine Misulis

Abstract


Planning, implementing, and assessing a service-learning project
can be a complex task because service-learning projects often
involve multiple constituencies and aim to meet both the needs
of service providers and community partners. In this article,
Stufflebeam’s Context, Input, Process, and Product (CIPP) evaluation
model is recommended as a framework to systematically
guide the conception, design, implementation, and assessment
of service-learning projects, and provide feedback and judgment
of the project’s effectiveness for continuous improvement. This
article (1) explores the CIPP evaluation model’s theoretical roots
and applications, (2) delineates its four components, (3) analyzes
each component’s role in a service-learning project’s success,
and (4) discusses how the model effectively addresses Service-
Learning Standards for Quality Practice. This article illustrates
the application and evaluation of the model in a teacher-education
service-learning tutoring project.

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