교육 개선을 위한 CIPP 평가모형의 특징과 적용방법 = Clarification and Implemenation of CIPP Evaluation for the Improvement of Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to clarify main traits of CIPP evaluation model suggested by D. L. Stufflebeam, and to find some implementing principles for the improvement of education under the current demand for continuous quality control and renovation. Main points of result is as following:
CIPP evaluation model, as cast in the process of implementing Elementary and Secondary Education Act(ESEA) in the 1960's and 70's, has its main focus not on 'proving' but on 'improving'. It consists of context evaluation for planning decisions, input evaluation for structuring decisions, process evaluation for implementation decisions, and product evaluation for recycling decisions.
As for the concrete means for each part of evaluation, various methods can be used. For the context evaluation, we can use such means as interview, public hearing, questionnaire, documents analysis, workshop method. For the input evaluation, we can use hearing, special seminar, and special tactic like advocacy team technique. As for the process evaluation method, counseling, interview, participant observation, cite visit, institution diagnosis, etc. can be used. And hearing, interview, case study, group comparison, and jury trial can be utilized for the product evaluation.
As for the implementation of CIPP evaluation, it is strongly recommended that there should be moderate balance between strictness/effectiveness and timeliness/flexibility, and for this there should be continues communication between clients and evaluators.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. CIPP 평가모형의 발달과 특징
• 1. CIPP 평가모형의 발달
• 2. CIPP 평가모형의 이란적 특징
• Ⅲ. CIPP 모델의 주요 평가내용
• 1. 평가목표
• 2. 평가방법
• 3. 평가용도
• Ⅳ. CIPP 평가 설계 및 실행 원리
• Ⅴ. 결론
• 참고문헌
• 영문초록