The application of these four models is found in many fields of evaluation, but mostly in educational program evaluation. In order to help educational evaluators have better and deeper understandings of the four models, the paper presents the nature of the models, the characteristics of the models, as well as discusses strengths and weaknesses of each model. | DISCUSSION EVALUATION MODELS IN EDUCATIONAL PROGRAM: STRENGTHS AND WEAKNESSES Vo Thi Kim Anh* PhD. Student, Universiti Malaysia Sabah English Department, University of Foreign Language Studies, The University of Danang 131 Luong Nhu Hoc, Khue Trung, Cam Le, Danang, Vietnam Received 5 November 2017 Revised 21 March 2018; Accepted 29 March 2018 Abstract: In the 21st century, evaluation in education has been paid great attention and the evaluation models in education which were created in the 20th century have been further developed and widely applied in educational evaluation. The paper provides readers with comprehensive discussions on the four wellknown evaluation models in education: Tyler’s objective model, Stake’s responsive model, Scriven’s goal free model and Stufflebeam’s CIPP model. These models have a long history and have been thoroughly developed over time. The application of these four models is found in many fields of evaluation, but mostly in educational program evaluation. In order to help educational evaluators have better and deeper understandings of the four models, the paper presents the nature of the models, the characteristics of the models, as well as discusses strengths and weaknesses of each model. Keywords: educational evaluation, evaluation model, objective 1. Introduction Educational evaluation includes a wide array of activities like student assessment, measurement, testing, program evaluation, school personnel evaluation, school accreditation, and curriculum evaluation. The term “evaluation” is sometimes used ambiguously in relation to other terms ‘assessment and testing”. However, evaluation does refer to the same thing as “assessment and testing” even though assessment instruments such as tests can be made use of in evaluation. Evaluation is regarded as “the systematic attempt to gather information in order to make judgments or decisions” (Lynch, 1996, ). Evaluation is more thoroughly defined as “the process of delineating, .
