A CIPP-Based Rating Index System for Ethical Development in Mixed-English Learning Programs for Chinese Regional Applied Universities

Abstract

The purpose of this project is to develop a quality evaluation system based on the CIPP (Context, Input, Process, and Product) concept for the development of student groups in Chinese universities. An ethical development evaluation system based on the Context, Input, Process, and Product (CIPP) paradigm is presented in this paper. Its objective is to provide a comprehensive framework for assessing moral behaviour in classroom. For a considerable amount of time, Region Applied Universities have been major users of Mixed-Learning, a new form of classroom instruction that is always evolving in today's ever changing technological economy. The proposed strategy ensures that moral standards are not only upheld but also dynamically matched with shifting societal norms and corporate goals, hence enabling continuous feedback and progress. This method helps organisations identify ethical gaps, increase responsibility, and cultivate an integrity-focused culture by methodically applying the CIPP model to ethics evaluation. The system's adaptability to various organisational settings and its scalability make it a valuable tool for evaluating ethical progress from both an internal and external perspective. By minimizing the gap between theory and practice, the threshold for ethical development teaching in English schools is raised. The article's first section discusses the components and requirements of a lesson plan that is cantered on a classroom presentation. Based on the CIPP paradigm, this study develops an evaluation model specifically appropriate for certain learning contexts at Chinese Region Applied Universities. An index system is developed to evaluate moral development in these courses following a thorough examination and analysis of relevant indicators utilised in worldwide assessments of ethical growth in mixed learning. Context, Input, Process, and Product are the four aspects that make up the framework. In these dimensions, there are 14 secondary and 27 tertiary markers. Throughout several phases of mixed learning, the index incorporates formative, summative, and diagnostic assessment techniques with a focus on ongoing moral development monitoring. This all-encompassing strategy improves moral development and instructional decision-making in mixed-learning courses, giving Region Applied University the theoretical foundations for their research and use in the field of educational assessment.