ABSTRACT
This chapter covers the principles of responsive evaluation, a distinct approach to program evaluation that foregrounds this important principle of understanding and being responsive to the viewpoints of stakeholders. It explores the notion of what it means to be 'responsive', looking at the evaluation choices that are made, and relating those choices to ongoing issues of measurement and practice in such realms as academic assessment, survey methodology, and qualitative data analysis. In 1967, Robert Stake published a seminal paper entitled 'The Countenance of Educational Evaluation', where he argued that for an evaluation to be valuable, concentration on outcome measures is not enough; in order for an educational program to be fully understood, its evaluation must include description in addition to judgment. Formative assessment is designed to give feedback regarding examinees' knowledge and performance, in order to monitor progress and make adjustments in teaching as necessary. One of the most common forms of data collection is the administration of surveys.
