Which of the following is correct?
A. CIPP model for curriculum evaluation is developed by Daniel Mento in 1949
B. Tayler’s curriculum model is a four part liner model
C. CIPP model for curriculum evaluation is based on “how can we determine whether the purposes are being attained?”
D. CIPP model for curriculum evaluation involves the steps and resources needed to meet the new goals and objectives and might include identifying successful external programs and materials as well as gathering information
E. Tayler’s model for curriculum evaluation provides decision makers with information about how well the programme is being implemented
Choose the correct answer from the options given below:

Correct option is D

The correct answer is (d) B and D only
A. CIPP model for curriculum evaluation is developed by Daniel Mento in 1949: This statement is incorrect. The CIPP Model was developed by Daniel Stufflebeam, not Daniel Mento, and it was developed in the late 1960s, not in 1949.
B. Tayler’s curriculum model is a four part linear model: This statement seems to reference Ralph Tyler's curriculum model, which indeed outlines four basic principles or steps for developing curriculum and instruction. However, the correct spelling is Tyler, not Tayler.
C. CIPP model for curriculum evaluation is based on “how can we determine whether the purposes are being attained?”: This statement simplifies the essence of the CIPP model but doesn't fully capture its scope. The CIPP Model stands for Context, Input, Process, and Product, which are broader than just determining if purposes are being attained. It's designed to provide a comprehensive framework for evaluating programs, projects, or systems, covering not just outcomes but also the context, inputs, and processes that lead to those outcomes.
D. CIPP model for curriculum evaluation involves the steps and resources needed to meet the new goals and objectives and might include identifying successful external programs and materials as well as gathering information: This statement accurately describes aspects of the Input and Process components of the CIPP Model. It focuses on planning and implementation stages, where decisions about necessary resources and strategies are made.
E. Tayler’s model for curriculum evaluation provides decision makers with information about how well the programme is being implemented: This statement misrepresents Ralph Tyler's model. Tyler's model focuses on establishing clear educational objectives, selecting learning experiences that are likely to achieve those objectives, organizing those experiences to have a maximum cumulative effect, and evaluating whether and how well the objectives are being met. It does not specifically describe providing information on the program's implementation in the way that process evaluation might.