Evaluating Curriculum and Materials Implementation in English Language Teaching: A Review of CIPP, Kirkpatrick, and Checklist-Based Evaluation Models

Abstract

This study reviews the evaluation of curriculum and instructional materials in English Language Teaching (ELT) using three models: CIPP, Kirkpatrick, and checklist-based evaluation. Using a Systematic Literature Review (SLR) guided by PRISMA, studies from 2010 to 2024 were collected from Scopus, ERIC, and Google Scholar, and analyzed thematically. The review demonstrates that the CIPP model is widely utilized to evaluate context, resources, implementation processes, and outcomes comprehensively. Kirkpatrick’s model is mainly applied in teacher training and professional development to assess reaction, learning, behavior, and results. Checklist-based evaluation is widely used for textbook and materials selection due to its practicality, but it may be limited if not adapted to local teaching contexts. Common challenges reported across studies include time constraints, limited evaluator training, resource shortages, and misalignment between curriculum goals and available materials. The review recommends integrating these models to support more balanced, context-sensitive, and evidence-based evaluation of ELT curriculum and materials implementation.