CIPP Model–based Context Evaluation on an English Language Reading Comprehension Course at a Public University in Colombia


  • Diana Isabel Quinchía Ortiz Universidad de Antioquia
  • Jorge Hugo Muñoz Marín Universidad Cooperativa de Colombia, Sede Medellín
  • Nelly Sierra Ospina Universidad de Antioquia



program evaluation, CIPP evaluation model, foreign language policy


This article reports the results of a context evaluation made to the reading comprehension program at Universidad de Antioquia. This program evaluation used the CIPP model (context, input, process, product)   proposed by Daniel Stufflebeam (1983, 1993, 2000), and it was framed in a mixed–methods study. Qualitative and quantitative data collection was made using methods, such as questionnaires, focus groups, and interviews, and it was obtained from students, teachers, and administrators of the program and the university. Data analysis was done using the free software R and the qualitative analysis software NVivo 9. Findings indicated a global state of the program, its strengths, weaknesses which constituted the most striking aspect of the program, as well as needs and possibilities. These findings led to recommendations for decisive actions for restructuring the program and foreign language policy in the university.

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Author Biographies

Diana Isabel Quinchía Ortiz, Universidad de Antioquia

Associate Professor in the Languages school services division. B.A in Foreign languages teaching  

Jorge Hugo Muñoz Marín, Universidad Cooperativa de Colombia, Sede Medellín

Master's Degree in Teaching English from the University of Caldas. An active member in the investigation group EALE, Universidad de Antioquia.

Nelly Sierra Ospina, Universidad de Antioquia

Assistant Professor in the Languages School, B.A in English-Spanish, Specialize in foreign languages teaching and Master's degree in TESOL in Greensboro College, North Carolina, United States.  


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How to Cite

Quinchía Ortiz, D. . I., Muñoz Marín, J. H., & Sierra Ospina, N. (2015). CIPP Model–based Context Evaluation on an English Language Reading Comprehension Course at a Public University in Colombia. Íkala, Revista De Lenguaje Y Cultura, 20(3), 293–314.



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