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 value-perspectives present are referred to in reporting the success of the program. The structure of the responsive evaluation follows the primary components of the instructional program. The choice of tests and other data-gathering devices is made based on observation of the program in action and interaction with various interested groups. Responsive evaluation is particularly useful during both formative and summative evaluation. The principal stimuli of responsive evaluation are those of the program, including responses of students and subsequent dialogue. The responsive approach tries to respond to the natural ways in which people assimilate information and arrive at understanding. Program portrayal may feature descriptions of persons, often by case studies. The challenge to the evaluator is to minimize the sampling error and to find ways to authenticate this less "scientific" way of reporting. (DB)