▁to ▁the ▁needs ▁of ▁decision - m akers ▁during ▁the ▁phases ▁and ▁activities ▁of ▁a ▁programme . ▁St uffle be am ' s ▁context , ▁input , ▁process , ▁and ▁product ▁( C IP P ) ▁evaluation ▁model ▁is ▁recommended ▁as ▁a ▁framework ▁to ▁system atically ▁guide ▁the ▁conception , ▁design , ▁implementation , ▁and ▁assess ment ▁of ▁service - learning ▁projects , ▁and ▁provide ▁feedback ▁and ▁judgment ▁of ▁the ▁project ' s ▁effect iveness ▁for ▁continuous ▁improvement . ▁ ▁Four ▁aspects ▁of ▁C IP P ▁evaluation ▁These ▁aspects ▁are ▁context , ▁inputs , ▁process , ▁and ▁product . ▁These ▁four ▁aspects ▁of ▁C IP P ▁evaluation ▁assist ▁a ▁decision - maker ▁to ▁answer ▁four ▁basic ▁questions : ▁What ▁should ▁we ▁do ? ▁This ▁involves ▁collect ing ▁and ▁anal ys ing ▁needs ▁assess ment ▁data ▁to ▁determine ▁goals , ▁prior ities ▁and ▁object ives . ▁For ▁example , ▁a ▁context ▁evaluation ▁of ▁a ▁liter acy ▁program ▁might ▁involve ▁an ▁analysis ▁of ▁the ▁existing ▁object ives ▁of ▁the ▁liter acy ▁programme , ▁liter acy ▁achiev ement ▁test ▁scores , ▁staff ▁concerns ▁( general ▁and ▁particular ), ▁liter acy ▁policies ▁and ▁plans ▁and ▁community ▁concerns , ▁per ception s ▁or ▁att itudes ▁and ▁needs . ▁How ▁should ▁we ▁do ▁it ? ▁This ▁involves ▁the ▁steps ▁and ▁resources ▁needed ▁to ▁meet ▁the ▁new ▁goals ▁and ▁object ives ▁and ▁might ▁include ▁ident ifying ▁successful ▁external ▁programs ▁and ▁materials ▁as ▁well ▁as ▁gather ing ▁information . ▁Are ▁we ▁doing ▁it ▁as ▁planned ? ▁This ▁provides ▁decision - m