ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
This article is part of the Research TopicReimagining Higher Education: Responding Proactively to 21st Century Global ShiftsView all 31 articles
Chinese Higher Education Evaluation:Theoretical Analysis and Method Construction —Based on CIPP Theory
Provisionally accepted
yi huang*
Zhiying Deng- Changsha Social Work College, Changsha, China
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Exploring various evaluation methods and distinguishing their applicability can help to find and explore alternative evaluation methods. Chinese higher education has its own characteristics and development laws,so higher education evaluation also has its own particularity.The theoretical paradigm of Chinese higher education evaluation should be explored,which should be rooted in the educational laws and concrete practice situations of China.Based on CIPP (context,input,process,product) educational evaluation theory, this paper analyzes the essence of process evaluation theory and objective evaluation theory firstly.Secondly,this paper compares and analyzes the applicability of general education evaluation theory in China through economic logic, systemic logic, social reality logic.From the perspective of public welfare, values, evaluation of quality-oriented and social service-oriented, this paper constructs IPE(input,process,effectiveness) education evaluation theory based on socialist values, and the effect orientation of talents and social development evaluation(TSD).Research on CIPP evaluation theory's applicability in Chinese higher education helps to find new evaluation methods suitable for actual situations in different countries and improve the effectiveness of evaluation.
Keywords: Education evaluation, CIPP theory, TSD, Theoretical paradigm, China
Received: 31 Jul 2025; Accepted: 17 Nov 2025.
Copyright: © 2025 huang and Deng. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: yi huang, huangyihello@163.com
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