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approaches to higher order thinking and is suitable for evaluating program
problem solving skills with real-world components such as the plan,
connections (Tata Trusts, 2019). On implementation, and outcomes. Pre-
the other hand, traditional classrooms and post-tests, survey instruments, and
tend to be textbook-centered and interviews are part of the evaluation
teacher-centered, where lower level methods. The CIPP model is simplified
(e.g., memory recall) skills are often the by Shavelson, McDonnell, and Oakes
focus. Since there are considerable (1989) in their approach to evaluating
differences between educational the state of US science and mathematics
technology classrooms and traditional education by looking at Input –
classroom environments it is obvious student backgrounds and teacher
that there is a need for developing quality, Process – the quality of the
program evaluation methods tailored curriculum and teaching, and Output –
to educational technology with respect achievements and attitudes. According
to teaching and learning, and it is not to Odden (1990), some of the limitations
an easy task. Because, if not carefully of this model are the loosely defined
developed and implemented, a program input-process-output connection,
evaluation plan purposed for evaluating absence of process variables, and a
educational technology programs lack of socio-demographic indicators
might be skewed to evaluating the that are more valid and reliable.
technology and not the educational Therefore, while dealing with program
processes of teaching and learning and evaluation in science education,
thereby considerably deviating from Altschuld and Kumar (1995) noted
evaluating the education program that that “mere input-output approaches
is implementing educational technology may not be sufficient to determine
in its entirety. It should be emphasized the success of an educational reform.
that educational technology and Rather, process variables and gaining
program evaluation are complex in an understanding of the interactions
their own terms; therefore program amongst variables are essential for
evaluation in educational technology is assessing the nature and effectiveness
a much more complex and challenging of reforms” in education (p. 14). Also,
task. “carefully evaluating development,
studying process variables, evaluating
Insights from Classic Program Evalu- outcomes along the way rather than
ations just at the end of product [project]
development, and analyzing supportive
Insights from classic program evaluation
models generally suitable for single and contextual variables generates
discipline evaluation might, in sum, help a comprehensive understanding of
in realizing the challenges in developing the overall effectiveness of science
evaluation models for complex education programs and, to a degree,
educational technology environments. the interface between levels” (p. 13).
The Context, Input, Process, Product This is the rationale for the contextual
(CIPP) model (Stufflebeam, 1983) program evaluation model for science
education developed by Altschuld and

Indian Journal of Educational Technology 3
Volume 3, Issue 2, July 2021