Correct option is A
The Responsive Model of Curriculum Evaluation was developed by
Robert Stake in 1973.
Information Booster:
· Focus on Stakeholder Concerns: Stake’s Responsive Model prioritizes the direct needs, concerns, and real-time reactions of stakeholders (students, teachers, parents, and community members) rather than relying strictly on pre-determined objectives.
· Naturalistic and Qualitative Approach: It relies heavily on qualitative data collection methods—such as observations, interviews, and open-ended discussions—to capture the full reality of how a program functions in practice.
· Continuous Feedback Loop: The evaluation process is iterative and flexible, meaning the evaluator continuously adapts assessment questions and focus areas based on ongoing classroom interactions and participant responses.
· Context-Oriented Evaluation: It emphasizes evaluating curriculum within its natural social and educational context, rendering it highly effective for assessing complex human experiences rather than measuring standardized outcomes alone.
Additional Knowledge:
· Scriven: Michael Scriven is renowned for introducing the fundamental distinction between Formative and Summative Evaluation (1967), as well as developing the Goal-Free Evaluation Model, which assesses a program's actual outcomes rather than focusing on its intended objectives.
· Tyler: Ralph Tyler developed the classical Objectives-Centered Model (or Tyler’s Behavioral Model), which focuses strictly on measuring the extent to which pre-stated educational objectives have been achieved through structured learning experiences.
· Kirkpatrick: Donald Kirkpatrick conceptualized the Four-Level Training Evaluation Model (Reaction, Learning, Behavior, and Results), which is primarily used to evaluate corporate training and vocational skill programs rather than general curriculum responsiveness.
Information Booster:
· Focus on Stakeholder Concerns: Stake’s Responsive Model prioritizes the direct needs, concerns, and real-time reactions of stakeholders (students, teachers, parents, and community members) rather than relying strictly on pre-determined objectives.
· Naturalistic and Qualitative Approach: It relies heavily on qualitative data collection methods—such as observations, interviews, and open-ended discussions—to capture the full reality of how a program functions in practice.
· Continuous Feedback Loop: The evaluation process is iterative and flexible, meaning the evaluator continuously adapts assessment questions and focus areas based on ongoing classroom interactions and participant responses.
· Context-Oriented Evaluation: It emphasizes evaluating curriculum within its natural social and educational context, rendering it highly effective for assessing complex human experiences rather than measuring standardized outcomes alone.
Additional Knowledge:
· Scriven: Michael Scriven is renowned for introducing the fundamental distinction between Formative and Summative Evaluation (1967), as well as developing the Goal-Free Evaluation Model, which assesses a program's actual outcomes rather than focusing on its intended objectives.
· Tyler: Ralph Tyler developed the classical Objectives-Centered Model (or Tyler’s Behavioral Model), which focuses strictly on measuring the extent to which pre-stated educational objectives have been achieved through structured learning experiences.
· Kirkpatrick: Donald Kirkpatrick conceptualized the Four-Level Training Evaluation Model (Reaction, Learning, Behavior, and Results), which is primarily used to evaluate corporate training and vocational skill programs rather than general curriculum responsiveness.
English
10 Questions
20 Marks
12 Mins
