Responsive evaluation
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Responsive evaluation (developed by Robert E. Stake) is an approach to measure the effectiveness of educational programs.[1] The approach takes program activity, the program uniqueness, and the social diversity of the people into account when measuring educational and other types of programs.
The most important feature in the responsive evaluation is the responsiveness to main issues and problems, in particular those cases where people recognize at the site.[2]
Responsive evaluation emphasizes educational problems more than objectives or hypotheses and direct and indirect observation of program participation (the pluralism of value standards held by various groups). It also emphasizes a continuous attention to audience information-needs and media for reporting.
Preordinate evaluation has a relative contrast with responsive evaluation.[3] It highlights:
- A formal statement of goals
- Standardized tests of student performance
- Value standards held by program staff
- A "research-journal" type of report[4]
Responsive design
The fundamental project of the responsive predispositition is Stake’s 12 Prominent Events:
a) Identify program scope
b) Overview program activities
c) Discover purposes and concerns
d) Conceptualize issues and problems
e) Identify data needs
f) Select observers, judges, and instruments (if any)
g) Observe designated antecedents, transactions, and outcomes
h) Thematize and prepare portrayals and case studies
i) Winnow, match issues to audiences
j) Format for audience use;
k) Assemble formal reports (if any)
l) Talk with clients, program staff, and audiences (Stake, 1976)[5]
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