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Stakes Responsive Model

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Tonya Richardson

on 18 February 2013

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Transcript of Stakes Responsive Model

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Images from Shutterstock.com So what is CIRCE and Stake's perspective on what curriculum evaluation should look like? From Robert Stake's View: "You need to be in touch with the situation in order to make the best judgments. I am a situationalist, thinking that goodness in government, goodness in living, goodness in schooling is strongly dependent on the situation. The fact that many things are similar from community to community, from country to country, doesn't persuade me that epistemologically you want to start with the general. Situations may not be all that unique, but you still want to start with the particular."

- New Direction for Evaluation, p. 10 - 11 By:
Jeff Compton
LaRonda Fleming
Tonya Richardson Stakes Responsive Model Who is
Robert Stake? Professor
Emeritus of Education
at the
University of Illinois,
(appointed 1998) Leader
in the development
program evaluation
methods Director
Center for Instructional Research
Curriculum Evaluation
(CIRCE) Efforts have focused
program evaluation theory
and practice
and qualitative research methods including case study Currently involved in
performance assessments in NY City Schools and the evaluation of training in the United States Veterans Administration Characteristics A less formal
and more
pluralistic evaluation;
it's central focus is on
addressing stakeholder
(administrators, teachers,
students, parents, etc.)
concern and issues Emphasizes
being conducted
in settings
learning occurs Relies heavily on
qualitative techniques
(understanding stakeholder's
context, culture, power,
needs and beliefs to a
certain phenomenon)
which may often be
neglected in other basic
models of evaluation Improved communication
is the goal so the model
responds to emerging issues
learned through interaction
and observation
instead of giving
too much attention
to predetermined issues Responsive Model Stake's Disadvantages
of the
Evaluation Model Stresses Complexity
Rather Than
Simplicity Subjective Labor
Intensive Not suitable for
making generalizations
or to
developing theories An
Considered Responsive
When: It orients
more directly to program activities than to program intents Responds
information Refers to different value perspectives of the stakeholders when reporting success or failure of a program Advantages Directs attention
to the needs of
those for whom
an evaluation is
being done Looks at
a program
from different
viewpoints Flexible
to the unique needs
of participants
relies on
insider knowledge Allows the researcher/evaluator
to responsively focus
issues that are of priority Likely to lead to
"good decision-making"
because it provides
answers to questions
that participants are asking
Full transcript