A responsive educational evaluation is oriented more to program activities than to program intents, and stresses learning about the needs of the evaluation's audience, so that these value perspectives can be noted in reporting the successes and failures of the program. Most evaluation plans are more preordinate, emphasizing: (1) statements of goals; (2) objective tests; (3) standards held by program personnel; and (4) research-type reports. Evaluations are expected to accomplish many different purposes, and each needs separate data. Responsive evaluation recognizes this fact; it emphasizes only a few prime questions. To structure these questions, observations conceptualized as intents, standards, judgments, and statements of rationale are gathered. A large portion of the evaluator's time is spent observing the program and talking with students, teachers, community leaders, and curriculum specialists--selected according to the issues to be studied and the audiences to be served. Instead of formal reports, the evaluator often describes the program with a brief script; longer portrayals might involve media and audience role-playing. Neither a strict preordinate design or a responsive design can be fixed upon an educational evaluation; rather, choice of design should be governed by how far the evaluator wishes to go beyond values and standards. A one-page chart summarizing nine approaches to evaluation is appended. (CP)