El problema de la escala y del ensamble

The Context, Input, Process and Product (C.I.P.P), evaluation model is one of the most well-known and widely used models developed by Egon Guba and Stufflebeam (2003). The CIPP evaluation model is a process of delineating,

obtaining and providing useful information for judging decision making alternatives. The model contains the following important elements:

(1) Evaluation is a systematic, continuing process.

(2) That the process includes three basic steps:

(i) Delineating the questions to be answered;

(ii) Obtaining relevant information so that the questions, may be answered;

(iii) Evaluation serves decisions making.

Basically, the CIPP evaluation model answers four questions, namely:

(i) What objectives should be accomplished?

(ii) What procedures should be followed in order to accomplish the objectives?

(iii) Are the procedures working properly?

(iv) Are the objectives being achieved?

The key components of the CIPP evaluation model and associated relationship with programmes, as defined by Stufflebean (2003), are as follows:

 An update

 A review of the model‟s development

 A checklist to guide implementation

Fig 6: Components of the CIPP Evaluation Model

Context Evaluation

Goals

Source: Stufflebeam (2003). The C.I.P.P model for evaluation

However, in the review of the CIPP evaluation model in 2003, Stufflebeam adds that evaluation should also assess and report an entity‟s merit, worth, probity and/or significance and also present lessons learned. The relevance of the CIPP to this study are discussed below:

The CIPP evaluation model provided the researcher the opportunity to critically assess the collegiate system of administration in the university system.

The model enabled the researcher to identify, describe and assess the uniqueness of the collegiate system of administration. Previous researches that used the

Core Values

Product Evaluation Outcomes Plans Input Evaluation

Actions

Process Evaluation

evaluation model indicated that the model provided an objective and systematic structure for collecting and analyzing evaluation data.

(i) Context evaluation: This level of evaluation is used to provide the rationale for determining objectives. It diagnoses and describes the relevant conditions that existed before the introduction of the collegiate system of administration in the Colleges of Medicine of the selected universities. On the basis of this, it sets parameters for the programmes for the Colleges of Medicine in terms of focus to produce world-class medical doctors and other related professionals.

The data for the study were collected with the knowledge of the objectives of the collegiate system of administration.

(ii) Input Evaluation: The input evaluation assessed the human and material resources provided by the stakeholders for the implementation of the collegiate system in the programmes of the selected Colleges of Medicine for the purpose of achieving the objectives of the introduction of the Colleges of Medicine in the three universities. In essence, the number of academic and non-teaching staff and financial resources, together with the equipment provided for the training of medical doctors and allied professionals constitutes inputs for the evaluation of collegiate system.

It is also concerned with the human, financial and material resources that are available to achieve the objectives of the collegiate system of administration, like lecture theatres, laboratories, hospital wards and offices.

(iii) Process Evaluation

This level of evaluation focuses on the activities and procedures that are needed in order to achieve the desired outcomes. This process enabled the researcher to determine the effectiveness of the various operational, financial and managerial strategies involved in the collegiate system of administration in the three Colleges of Medicine. This involved the organizational structures of the Colleges of Medicine in the three universities.

The process: Evaluation was conducted on the process of the collegiate system of administration based on:

(i) Admission of students (ii) Conduct of examinations

(iii) Performance of candidate in the various examinations (iv) Product Evaluation

This measured and interpreted the attainment of the objectives of the setting up of the Colleges of Medicine in the three universities under reference. It described and appraised the outcomes, results or product of the collegiate system as well as the impact the system has on the various environments of the colleges.

This includes the number of medical doctors and allied professionals produced by the colleges within a stipulated period, for instance, how many medical doctors, physiotherapists, biochemists and so on are produced in a given period. It also includes the quality and standard of graduands produced by the colleges. Product evaluation is also on the qualities and quantities, the total graduands per given period as well as the extent to which the objectives have been achieved.

A conceptualized comprehensive framework for evaluating the collegiate system of administration in the three selected universities is presented below:

Fig 7: A framework for evaluating the collegiate system of administration

Source: Rose and Nyre (2003) The Practice of Evaluation

This framework shows the index that has been used for the assessment of the effectiveness and efficiency of the collegiate system of administration in the three Colleges of Medicine in the three selected geopolitical zones of Nigeria.

Context

1. Objectives/goals of the collegiate system

2. Curricula of the collegiate system

Output

1. Quantity and quality of graduands

2. Extent to which the objectives have been achieve.

Input

1. Human Resources 2. Materials Resources

Process

1. Admissions of students 2. conduct of examinations