Exploration and Practice of Evaluation System Based on CIPP Model in the Context of Big Data

In recent years, there has been significant attention given to applying the CIPP model in impact evaluations. Nevertheless, adapting this model for assessing ideological and political instruction within advanced mathematics courses presents a unique challenge. This study introduces a ‘six-dimensional assessment framework’ and develops an evaluative structure for appraising ideological and political education within advanced mathematics courses utilizing components such as contextual review, resource allocation appraisal process monitoring alongside outcomes measurement rooted in CIPP principles. The weighted average method employed here assigns significance to evaluative criteria while leveraging extensive student feedback through a comprehensive big data survey targeting 22nd-grade students' satisfaction levels. Results indicate that performance assessments hold top priority with a score ratio reaching 96%, whereas contextual evaluations rank lowest at 95.27%. These findings underscore opportunities for enhancing instructional context while highlighting exceptional educational outcomes achieved thus far. Comparative analysis reveals that our proposed assessment framework effectively evaluates curriculum-integrated ideological education; these insights offer valuable guidance for similar evaluations across diverse academic domains.