Applying CIPP Model for Syllabus Evaluation: Assessing the MA in ELT Syllabus of a Private University in Bangladesh

The graduate and post-graduate degrees in universities need to have contemporary courses that will impact the students’ lives and make them prepare for the realm of future career opportunities. That’s why; the curriculum and syllabus should see some moderations, deletions and incorporations as per the glocal needs. The CIPP (Context, Input, Process and Product) Model proposed by Stufflebeam (2007) is an assessment strategy to evaluate the degree programs in universities. In this article, it is shown how this model is adopted to prepare an evaluation report of the MA in ELT syllabus of a private university in Bangladesh. It aims to focus on improving the syllabus as per the present needs of the stakeholders. It also presents the existing syllabus and prescribes the areas of improvement through a narrative enquiry method. It further investigates the policy reforms at the departmental level, finds out the challenges to overcome, gives guidelines to upgrade and overall predicts the future prospects of the degree. It is expected to assist the policy makers of the university, members of the curriculum committee, teachers, students and other stakeholders to understand the present realities in order to frame a better syllabus and make the degree impactful as per the requirement of the present context in Bangladesh and abroad.