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ASSIGNMENT 2
Q NO 1
Differentiate between direct instructions, monitoring and modeling.
According to your opinion which techniques works better in secondary
school students?
Answer:

Direct Instruction
Direct instruction is the use of straightforward, explicit teaching techniques,
usually to teach a specific skill. It is a teacher-directed method, meaning that the
teacher stands in front of a classroom and presents the information. It might be a
lesson in which the teacher very clearly outlines the order of all the planets in the
solar system, or it might be a simple explanation and some examples of the double
ff-ll-ss-zz spelling rule.
You might be thinking, isn't that how everything is taught in classrooms? Yes, this
used to be true, but then we found that not all students benefit from listening to a
teacher talk all day and that not all lessons are best taught through direct
instruction. Teachers now match the type of instruction to the task, teaching
directly when it suits the skill being taught. For example, the order of the planets is
something best learned directly, while teaching what materials are magnetic is
better learned, and much more engaging, through experimentation.
Monitoring:

Direct monitoring allows a user to listen to the input signal of the interface with
near-zero latency.

It takes the input signal on the interface and sends it straight to the headphone and
line outputs on the device. The signal will also be sent to your DAW software
allowing the input to be recorded at the same time. If, when recording, you find
that there is latency or "delay" on the signal you are monitoring, you should switch
on the direct monitoring on the interface and then mute the audio track that you are
recording to. This will allow you to hear your backing track, for example, from
your recording software as well as your input signal at the same time, with near-
zero latency. 

See this articles for details on how to use the Direct Monitor switch with Scarlett
Solo, Scarlett 2i2 and iTrack Solo.

See this articles  for details on how to use the Direct Monitor dial with Scarlett 2i4.

For all other units please view the product user guide, available from
the downloads section of our website.

Modeling:

direct modeling is an effective, quick, and straightforward way to explore ideas

and design variations, especially in the creative phase of a design project. On the
other hand, parametric modeling is a systematic, mathematical approach to 3D
design. The complexity of parametric modeling requires extensive training and
learning, and it can take years to master parametric modeling software. In
comparison, it’s easier to pick up and learn direct modeling, or Shapr3D,
specifically.

1. Know your subject

The report, which looked at more than 200 pieces of research, found that there
were six main elements to great teaching and one of the most important ones was
subject knowledge. It may seem obvious, but the report found that the best teachers
have a deep knowledge of their subject, and if that falls below a certain point it has
a “significant impact” on students’ learning. Targeted help for teachers, giving
them an understanding of particular areas where their knowledge is weak, could be
effective.

2. Praise can do more harm than good

The wrong kind of praise can be harmful for students, the report found. A number
of studies conducted by education experts, including Carol Dweck professor of
psychology at Stanford University and Auckland University professors John Hattie
and Helen Timperley, have observed this.
Deborah Stipek, the dean of the Stanford Graduate School of Education, said that
praise is meant to be encouraging but it can actually “convey a teacher’s low
expectations”. Stipek said that if a pupil’s failure was met with sympathy rather
than anger then they were more likely to think they had done badly due to a lack of
ability.
The report adds the caveat that the findings are open to interpretation, however, as
teachers can do things well or badly, and some methods are not appropriate in all
circumstances.

3. Instruction matters
The quality of teaching has a big impact on the achievement of students’ from
poorer backgrounds, and effective questioning and assessment are at the heart of
great teaching. This involves giving enough time for children to practise new skills
and introducing learning progressively. Defining effective teaching isn’t easy, the
report conceded, but research always returns to the fact that student progress is the
yardstick by which teacher quality should be assessed.

4. Teacher beliefs count

The reasons why teachers do certain things in the classroom and what they hope to
achieve has an effect on student progress. Mike Askew, the author of Effective
Teachers of Numeracy, found that beliefs about the nature of maths and what it
means to understand it, along with teachers’ ideas about how children learn and
their role in that process, was an important factor in how effective they were.
Evidence to support this is not conclusive, however. A study by professor Steve
Higgins of Durham University and the University of Newcastle upon Tyne’s David
Moseley about teacher beliefs in ICT did not find a convincing relationships
between beliefs and pupil progress.

5. Think about teacher-student relationships

This may also seem obvious, but the interactions teachers have with students has a
big impact on learning – as well as the “classroom climate”. The report said that it
was important to create a classroom environment that was “constantly demanding
more” while affirming students’ self-worth. A student’s success should be
atributed to effort rather than ability.
Q.2 Discuss the role of libraries and instructional materials to improve the
teaching learning proces in classroom. Highlight the importance of
budgeting to manage learning resources in school set up?
Answer:
INTRODUCTION
Over the years, many libraries have supported education efforts by providing
teaching resources, information and referral services. A more active approach has
been taken by libraries offering educational classes or one-to-one tutoring
programs. Many libraries have outreach programs designed to meet the needs of
specific groups of people with limited educational skills. Library resource
materials are distributed to the institutionalized, including those in prisons,
hospitals, rehabilitation centers, and group homes for the elderly and disabled.
In addition, some libraries offer programs for groups at risk for education-related
problems. Adolescents have been targeted because lack of education has been
associated with other problems including crime, pregnancy, unemployment, drug
and alcohol abuse, and school failure. After-school and summer educational
programs have sought to encourage young people to become employable,
contributing members of the community and generally to raise their self-esteem.
Strategies have included homework help sessions, peer tutoring, and peer-group
reading sessions.
Families have been targeted because lack of education seems to be passed from
one generation to the next: children whose parents are functionally uneducated are
twice as likely as their peers to be functionally uneducated. In family educational
programs, emphasis is on the parent's role as the child's first teacher. Parents, who
may have been inspired to seek education training by concern for their children,
are taught interactive language activities for use with infants and young children.
Some libraries invite entire families to share in reading activities and book talks,
with each member borrowing a book to take home.
Man's quest for knowledge has led to the creation and accumulation of tremendous
amount of information. This quest for knowledge knows no bounds and limits and
is never satisfied. It has continued since the dawn of civilization to the modern age.
LIBRARY

A library is a collection of sources, resources, and services, and the structure in

which it is housed; it is organized for use and maintained by a public body, an
institution, or a private individual. It can mean the collection itself, the building or
room that houses such a collection, or both. The term ‘library ‘has itself acquired a
secondary meaning: "a collection of useful material for common use." This sense is
used in fields such as computer science, mathematics, statistics, electronics and
biology. It can also be used by publishers in naming series of related books, e.g.
The Library of Anglo-Catholic Theology(Encarta, 2009).
Libraries are defined as organized collection of published and unpublished books
and audiovisual materials with the aid of services of staff who are able to provide
and interpret such material as required, to meet the informative research,
educational and recreational needs of its users. Libraries are regarded as agencies
through which sources of information of accumulated knowledge and experiences
are selected, acquired, organized, preserved and disseminated to those who need
them. Libraries are essential tools in learning at any level. It is the intellectual
centre of the society containing records not only the intellectual but also of
cultural, economic and social inclination. With the provision of wide variety of
information sources, users of libraries are exposed to different information with
their respective values. They also give users the opportunity to learn and continue
learning throughout their lives
Libraries are established for the systematic collection, organization, preservation
and dissemination of knowledge and information. It is very important for man to
preserve and maintain the valuable knowledge and information contained in the
books and documents because we want to preserve our knowledge and wisdom for
the coming generations. By preserving the documents in a library this knowledge
can be made available to others so that they can benefit from it.
Library (institution), collection of books and other informational materials made
available to people for reading, study, or reference. The word library comes from
liber, the Latin word for “book.” (Encarta, 2009) However, library collections have
almost always contained a variety of materials. Contemporary libraries maintain
collections that include not only printed materials such as manuscripts, books,
newspapers, and magazines, but also art reproductions, films, sound and video
recordings, maps, photographs, microfiches, CD-ROMs, computer software, online
databases, and other media. In addition to maintaining collections within library
buildings, modern libraries often feature telecommunications links that provide
users with access to information at remote sites.
Management of a school's finances is one of the most important areas of school
management and procedures of financial control should be established by the
school to ensure that transactions are recorded accurately and that its financial
position is correctly presented at appropriate intervals. If financial control
mechanisms are properly designed, it should enable the role players to discover
just where deviations from a specific budget occur and thus facilitates
investigation. A large number of schools in the historically 'disadvantaged' areas in
South Africa are not familiar with the process of budgeting, which naturally creates
problems in the management of finances in these schools. These schools are not
likely to operate within the allocated and adopted school budget and tend to
overspend, purchase items that have not been included in the budget and they
attempt to borrow from one budget account to supplement another budget account.
Almost all township school budgets were negatively affected by poverty and
unemployment of parents. Fund-raising projects pose a threat to schools if they are
sustained for long periods and are too extensive, because it might be time-
consuming to educators and learners. The Government should, however, ensure
that especially the township schools do not have to rely on fund-raising to
supplement the funds allocated by the Government. The school budget is the
translation of educational needs into a financial plan which is interpreted to the
public in such a way that when formally adopted, it expresses the kind of
educational programme the community is willing to support both financially and
morally. Translating those needs into a budget can follow the pattern of identifying
needs, establishing goals, organizing objectives, building a programme in meeting
those objectives, and providing a budget to fund those programmes. There is no
comprehensive budgetary system that can be used by all educational schools in
South Africa. The budgetary systems differ from school to school due to
differences in needs, traditions and goals. A school has to select and develop a
budgetary process that will satisfy the needs of that specific school. However, it
remains important to ensure that the budgetary process is flexible, based on sound
data as well as comprehensive inputs from all the stakeholders and integrated into
the long term planning process of the school. Budgeting becomes the process of
allocating finite resources to the prioritized needs of a school. In most cases, for a
governmental entity such as a school, the budget represents the legal authority to
spend money. As such, the budget is a product of the planning process. The budget
also provides an important tool for the control, evaluation and the use of resources.
Thus, the budget is implicitly linked to financial accountability and relates directly
to the financial reporting objectives. It is essential for the financial leadership of a
school to realize their accountability and responsibility in the management of
school funds. In order to implement this issue, it is necessary for the financial
managers to have the necessary knowledge of all the procedures involved in
financial management, such as budgeting and fund-raising procedures. Finally, it
should be kept in mind that leadership in financial management involves four
aspects, namely, sound relationships, motivation of all the people concerned with
school finances, communication with all the school stakeholders, internal as well
as external, and consistent financial control which is discussed in detail in this
study as well as in the financial model included as appendix.
Q.3 Critically examine the need and uses of different kind sof schools
records which are used at secondary level?
Answer:
I'm sure you know the feeling of anticipation when you are about to take a quiz or
test. Did you take detailed class notes and study enough? And you surely have
been assigned with various essays. Did you give yourself enough time to research,
write, and revise your essay in order to meet the requirements?

Exams and essays along with speeches and projects are forms of assessment.
Assessment is a critical step in the learning process. It determines whether or not
the course's learning objectives have been met. A learning objective is what
students should know or be able to do by the time a lesson is completed.
Assessment affects many facets of education, including student grades, placement,
and advancement as well as curriculum, instructional needs, and school funding.

The Effects of Assessment

Let's look at a couple of the main effects of assessment:
Student Learning

Assessment is a key component of learning because it helps students learn. When

students are able to see how they are doing in a class, they are able to determine
whether or not they understand course material. Assessment can also help motivate
students. If students know they are doing poorly, they may begin to work harder.

Imagine this situation:

Johnny is a chemistry student. He just took his first exam in his class. He earned a
56%; he needs a 79% to pass the class. The low exam score lets Johnny know that
he missed something important he should have learned. Perhaps, he did not
understand the material, or maybe he did not study long enough. Whatever the
case, the assessment results let Johnny know that he did not successfully learn the
material and that he must try something new in order to earn a better score.

Teaching

Just as assessment helps students, assessment helps teachers. Frequent assessment

allows teachers to see if their teaching has been effective. Assessment also allows
teachers to ensure students learn what they need to know in order to meet the
course's learning objectives.

Imagine this situation:

Mrs. Brown is a 12th grade biology teacher. After finishing the unit on cell
division, she gives a 50-point multiple-choice test. Upon grading the exam, Mrs.
Brown realized the average class grade was a 68%, far below the cutoff line for
passing. Mrs. Brown can easily see that her students didn't fully learn cell division.
This tells her that she needs to re-visit the unit on cell division and determine why
students failed the exam. Perhaps she may need to try a different teaching strategy,
or perhaps she did not spend enough time on difficult material.

Frequency and Feedback

Assessment is designed so that students understand their progress towards course
goals and modify their behavior in order to meet those goals. In order to do that,
assessment should be ongoing. In other words, classes that use one or two exams a
term are not using assessment as effectively as it could be used. In order for
students to gain a true representation of their understanding, frequent assessment is
critical, and it should be accompanied with feedback.
Creating a Formative Assessment
The best way to prepare pre-service teachers for their future career is with hands-
on learning that they can apply to their lives. After completing this lesson on
assessment, there is no better way to have students practice their new skills than by
creating their own assessment.

Begin by having students talk about the different types of assessment. A key point
from this lesson is that evaluations need to take place during a lesson, before the
summative assessment is given, to evaluate how students are learning and what
needs to be retaught.

With this in mind, students will create some type of formative assessment that
evaluates the content covered in this lesson. Encourage students to be creative.
Remember, a good formative assessment is quick, provides feedback for the
teacher and students and evaluates a small chunk of knowledge.

Examples of formative assessments include: exit cards, 3-2-1 tickets, quick write,
sticky note discussion, short quiz, thumbs up/down, etc.

After students have finished their formative assessment, divide the class into small
groups. Each student will take a turn being the teacher and giving their assessment
to the students. This will provide real feedback on what it takes to create an
effective formative assessment.
Q.No:04
Explain functions and responsibilities of school administration?
Answer:
Functions of school administration:
1. Development of Human Personality:
As educational administration is a process of human relationship it is much more
influenced and controlled by the various factors that are essential for having
smooth administration of an educational programme. These are: philosophical,
psychological, sociological, historical and political.

So it is necessary to highlight here that educational administration is different from

other types of administration as it considers every human resource as an asset and
valuable potential through which the development of their personality as well as of
the programme will be ensured. So development of human personality should be
the first and foremost function of educational administration.

2. Provide and Ensure Proper Utilisation of Human and Material Resources:

ADVERTISEMENTS:
Before organizing any educational programme it should be the first task and
responsibility of the educational authority to involve and activate all the human
resources who are directly or indirectly linked and involved in this process.
Because due to their activeness and readiness they would be able to utilize the
material resources properly. For this purpose it is the responsibility of educational
administration to see that all the parts are co-ordinated into a whole.

3. To Make the Learner Active in the Educational Programme:

It is an established fact in the modern educational theory and practices that the
child or educand is the central figure of every educational programme. To actualize
this it should be the responsibility of educational administration to frame rules for
admission and promotion for the students. Besides this, there must be description
for the children or students in accordance of their variety of needs, requirements,
capacities and demands and implement them accordingly in a socially desirable
and acceptable manner.

4. Provide Adequate Physical Facilities:

The educational administration has to pay deep insight with the problems of
provision and maintenance of the school plant, equipment’s, play materials,
library, hostel building and other co-curricular activities etc. Because without this
facility the administration of any educational programme will never be a successful
one.

5. To Adhere the Legal Provision of the Programme Strictly:

It is an as usual practice that a set of rules and regulations have been strictly
framed for every programme in the joint venture of the competent authorities and
the legal advisors dealing in the concerned field. The same situation occurs in the
field of educational administration.

ADVERTISEMENTS:
In this field the types and standards of educational institution, powers and
functions of the controlling authorities, their responsibilities and obligations have
been set accordingly. Here it is the task of educational administration to see
whether these works are being done according to rules and regulations meant for
these.

6. Decision Making In Respect of Finance:

It has been revealed from the research findings of a noted economist that the
educational system must contribute to national economy by improving human and
material resources in the long run.
Responsibility of school administration:
Successful operation of an educational institution requires competent
administrators. Education administrators provide instructional leadership and
manage the day-to-day activities in schools, preschools, day care centers, and
colleges and universities. They also direct the educational programs of businesses,
correctional institutions, museums, and job training and community service
organizations.

Education administrators set educational standards and goals and establish the
policies and procedures required to achieve them. They also supervise managers,
support staff, teachers, counselors, librarians, coaches, and other employees. They
develop academic programs, monitor students’ educational progress, train and
motivate teachers and other staff, manage career counseling and other student
services, administer recordkeeping, prepare budgets, and perform many other
duties. They also handle relations with parents, prospective and current students,
employers, and the community. In a smaller organization such as a small day care
center, one administrator may handle all these functions. In universities or large
school systems, responsibilities are divided among many administrators, each with
a specific function.

Educational administrators who manage elementary, middle, and secondary

schools are called principals. They set the academic tone and work actively with
teachers to develop and maintain high curriculum standards, formulate mission
statements, and establish performance goals and objectives. Principals confer with
staff to advise, explain, or answer procedural questions. They hire and evaluate
teachers and other staff. They visit classrooms, observe teaching methods, review
instructional objectives, and examine learning materials. Principals must use clear,
objective guidelines for teacher appraisals, because principals’ pay often is based
on performance ratings.

Principals also meet with other administrators and students, parents, and
representatives of community organizations. Decisionmaking authority
increasingly has shifted from school district central offices to individual schools.
School principals have greater flexibility in setting school policies and goals, but
when making administrative decisions, they must pay attention to the concerns of
parents, teachers, and other members of the community.

Principals also are responsible for preparing budgets and reports on various
subjects, such as finances, attendance and student performance. As school budgets
become tighter, many principals have become more involved in public relations
and fundraising to secure financial support for their schools from local businesses
and the community.

Principals ensure that students meet national, State, and local academic standards.
Many principals develop partnerships with local businesses and school-to-work
transition programs for students. Principals must be sensitive to the needs of a
rising number of non-English-speaking students and a culturally diverse student
body. In some areas, growing enrollments are a cause for concern, because they
lead to overcrowding at many schools. When addressing problems of inadequate
resources, administrators serve as advocates for the building of new schools or the
repair of existing ones. During the summer months, principals are responsible for
planning for the upcoming year, overseeing summer school, participating in
workshops for teachers and administrators, supervising building repairs and
improvements, and working to make sure that the school has adequate staff for the
upcoming school year.

Schools continue to be involved with students’ emotional welfare as well as their

academic achievement. As a result, principals face responsibilities outside of
academics. For example, many schools have a large number of students from
single-parent families, families in which both parents work outside the home or
students who are teenage parents. To support these students and their families,
some schools have established before- and after-school child care programs or
family resource centers, which also may offer parenting classes and social service
referrals. With the help of community organizations, some principals have
established programs to combat increases in crime, drug and alcohol abuse, and
sexually transmitted diseases among students.
Assistant principals aid the principal in the overall administration of the school.
Some assistant principals hold the position for only a few years, during which time
they prepare for advancement to principal; others are assistant principals
throughout their careers. They are primarily responsible for scheduling student
classes and ordering textbooks and supplies. They also coordinate transportation,
custodial, cafeteria, and other support services. They usually handle student
discipline and attendance problems, social and recreational programs, and matters
of health and safety. In addition, they may counsel students on personal,
educational, or vocational matters. With the advent of site-based management,
assistant principals play a greater role in academic planning by helping to develop
new curricula, evaluating teachers, and dealing with school-community relations—
responsibilities previously assumed solely by the principal. The number of
assistant principals that a school employs may vary with the number of students.

Administrators in school district central offices oversee public schools under their
jurisdiction. This group of administrators includes those who direct subject-area
programs such as English, music, vocational education, special education, and
mathematics. They supervise instructional coordinators and curriculum specialists
and work with them to evaluate curricula and teaching techniques and to develop
programs and strategies to improve them. Some administrators may oversee career
counseling programs. Others may administer testing that measures students’
abilities and helps to place them in appropriate classes. Some may direct programs
such as school psychology, athletics, curriculum and instruction, and professional
development. With site-based management, administrators have transferred the
primary responsibility for many of these programs to the principals, assistant
principals, teachers, instructional coordinators, and other staff in the schools.

In preschools and child care centers, which are usually much smaller than other
educational institutions, the director or supervisor of the school or center often
serves as the sole administrator. The director’s or supervisor’s job is similar to that
of other school administrators in that he or she oversees the school’s daily
activities and operation, hires and develops staff, and ensures that the school meets
required regulations and educational standards.
In colleges and universities, provosts, also known as chief academic officers, assist
presidents, make faculty appointments and tenure decisions, develop budgets, and
establish academic policies and programs. With the assistance of academic deans
and deans of faculty, provosts also direct and coordinate the activities of deans of
individual colleges and chairpersons of academic departments. Fundraising is the
chief responsibility of the director of development and also is becoming an
essential part of the job for all administrators.

College or university department heads or chairpersons are in charge of

departments that specialize in particular fields of study, such as English, biological
science, or mathematics. In addition to teaching, they coordinate schedules of
classes and teaching assignments; propose budgets; recruit, interview, and hire
applicants for teaching positions; evaluate faculty members; encourage faculty
development; serve on committees; and perform other administrative duties. In
overseeing their departments, chairpersons must consider and balance the concerns
of faculty, administrators, and students.

Higher education administrators also direct and coordinate the provision of student
services. Vice presidents of student affairs or student life, deans of students, and
directors of student services may direct and coordinate admissions, foreign student
services, health and counseling services, career services, financial aid, and housing
and residential life, as well as social, recreational, and related programs. In small
colleges, they may counsel students. In larger colleges and universities, separate
administrators may handle each of these services. Registrars are custodians of
students’ records. They register students, record grades, prepare student transcripts,
evaluate academic records, assess and collect tuition and fees, plan and implement
commencement exercises, oversee the preparation of college catalogs and
schedules of classes, and analyze enrollment and demographic statistics. Directors
of admissions manage the process of recruiting, evaluating, and admitting students,
and work closely with financial aid directors, who oversee scholarship, fellowship,
and loan programs. Registrars and admissions officers at most institutions need
computer skills because they use electronic student information systems. For
example, for those whose institutions present college catalogs, schedules, and other
information on the Internet, knowledge of online resources, imaging, and other
computer skills is important. Athletic directors plan and direct intramural and
intercollegiate athletic activities, overseeing the publicity for athletic events,
preparing budgets, and supervising coaches. Other increasingly important
administrators direct public relations, distance learning, and technology.
Q.No:05
Discuss the scope of CIPP model in evaluation. Critical examine the pros and
cons of using this model for evaluation of our education system?
Answer:
There are many models of evaluation that can be used to evaluate a program.
However, the most commonly used is the context, input, process, output (CIPP)
evaluation models. CIPP evaluation model developed by Stufflebeam and
Shinkfield in 1985. The evaluation context is used to give a rational reason a
selected program or curriculum to be implemented. A wide scale, context can be
evaluated on: the program's objectives, policies that support the vision and mission
of the institution, the relevant environment, identification of needs, opportunities
and problems specific diagnosis. Evaluation input to provide information about the
resources that can be used to achieve program objectives. Evaluation inputs used
to: find a problem solving strategy, planning, and design programs. Evaluation
process serves to provide feedback to individuals to account for the activities of the
program or curriculum. The evaluation process is conducted by: monitoring
sources can potentially cause failure, prepare a preliminary information for
planning decisions, and explain the process that actually happened. Product
evaluation measure and interpret the achievement of goals. Evaluation of the
products also come to: the measurement of the impact of the expected and
unexpected. The evaluation is conducted: during and after the program.
Stufflebeam and Shinkfield suggest product evaluation conducted for the four
aspects of evaluation: impact, effectiveness, sustainability, and transportability.
The decision making process is done by comparing the findings / facts contained in
context, input, process and product standards or criteria that have been set
previously.
CIPP evaluation model is a Program evaluation model which was developed by
Daniel Stufflebeam and colleagues in the 1960s. CIPP is an acronym for Context,
Input, Process and Product. CIPP is an evaluation model that requires the
evaluation of context, input, process and product in judging a programmers value.
CIPP is a decision-focused approach to evaluation and emphasises the systematic
provision of information for programme management and operation.
CIPP Model
The CIPP model was created in the 1960s by Daniel Stufflebeam link is
external)and is considered a decision-oriented model that systematically collects
information about a program to identify strengths and limitations in content or
delivery, to improve program effectiveness or plan for the future of a program.link
is external)Users of this model are often focused on management-oriented
evaluation, as this framework combines four stages of evaluation. The focus is on
continuous improvement by concentrating on four areas of a program: the overall
goals or mission Context Evaluation); the plans and resources (Input Evaluation);
the activities or components (Process Evaluation); and the outcomes or objectives
(Product Evaluation).

Process for CIPP

By moving through each of the four areas, programs can identify important
components to assess where touch points for revision are located. Starting with
context evaluation, evaluators examine the resources and background within the
program, such as the scope of the evaluation and supports the program has in
place. Looking at overarching goals, exploring background information and
cultural context are all components included during this stage. Once the goals are
assessed, evaluators can move into the input evaluation stage of the model. During
the input evaluation stage, review focuses on identifying the key stakeholders and
examining the program budget. This stage also collects information about planning
and strategies for implementation including human resources and timeline. During
the third stage of process evaluation, the activities of the program are assessed with
the focus on continuous improvement-what is being done, is it being done well and
what needs to be addressed for change? Finally, evaluators using CIPP measure the
outcomes of the program and how effectively those outcomes are being addressed.
They can ask: what is the impact and how sustainable is the program link is
external As depicted in the figure above, governing all of the stages is the mission
or core values of the program to continually refer to during each stage of
evaluation, see reference for example.

---------------------------------the end_______________________