In this paper, the author talks about some recent developments in the methodology of program evaluation and about what he calls "responsive evaluation." He discusses two models for program evaluation, namely (1) informal study or self-study; and (2) the pretest/posttest model. Then, he describes an approach that he has been working on, which will…

Setting the context for this theme issue on responsive evaluation, this article describes the core ideas of Robert Stake's responsive evaluation, presenting them as originally framed and discussing their evolution over time. Explains that the rhetoric and ethic of responsive evaluation is to be open, to find more than the initial issues. (SLD)

Challenges the assumption that evaluation should aim for fostering deliberative democracy. A modest effort by an evaluator to contribute to deliberative democracy is defensible, but vigorous political advocacy violates social expectation. (Author/SLD)

The portfolio approach to self-evaluation is possible with limited staff time or funds. Evaluators collect a variety of documents and records that describe the goals, perceptions and values involved in the program. The portfolio items should represent key issues and precipitate useful discussions. (GDC)

The evaluation of an educational program by portrayal of the program rather than the focus of the program is discussed. It is suggested that the program evaluator limit his evaluation aims to what he can do and to what the client needs most. It is believed that the first duty of the evaluator should be to offer the client a comprehensive portrayal…

The definition, structures, utilities, stimulus-response differences, and portrayals of responsive evaluation are presented. An educational evaluation is said to be a "responsive evaluation" if it orients more directly to program activities than to program intents, if it responds to audience requirements for information, and if the different…

Responsive evaluation emphasizes continually changing factors: educational issues, program observation, consideration of different values held by involved groups, and needs of the audience targeted to receive the report. Preordinate evaluation, on the other hand, emphasizes formal goals, standardized measurement instruments, and values held by the…

The relative utilities of subjectivity and objectivity in educational evaluation are debated. Page supports objectivity, while Stake supports subjectivity. (JKS)

Arts-In-Education programs are among those curricula currently being evaluated in a day when all expenditures in education are being challenged. There are different ways to evaluate programs and no one way is the right way. Focuses on the responsibility of the evaluator and on how evaluation can effectively perform a service. (Author/RK)

Discusses the problematic future of program evaluation, especially in the field of education, in the context of testing and politics and with regard to epistemology. Evaluators must learn to focus on the complex knowledge of program coping and merit, rather than merely tracking simplistic indicator variables. (SLD)

The "responsive evaluation" approach does not provide strong proof that a program was a success or failure or even hard data for making good comparisons, but it often results in people understanding their program better. (Author/IRT)

Reflecting an increased awareness of the need for comprehensive curriculum evaluation, a monograph series has been initiated, focusing on major aspects of curriculum design and development. This introduction to the series defines curriculum evaluation as the collection, processing, and interpretation of two main kinds of data: (1) The objective…

This survey of recent developments in educational program evaluation is intended for persons who commission, implement, direct, or carry out evaluation studies. The attitudes of government officials, educators, and researchers toward assessment and their own evaluation needs are discussed. Various approaches to evaluation are briefly described;…

A responsive educational evaluation is oriented more to program activities than to program intents, and stresses learning about the needs of the evaluation's audience, so that these value perspectives can be noted in reporting the successes and failures of the program. Most evaluation plans are more preordinate, emphasizing: (1) statements of…

Deliberately involving urban education stakeholders in the Cities-in-Schools evaluation study improved the utility of the findings for formative evaluation stakeholders but not for summative evaluation stakeholders. (Author/PN)