如同很多西方國家般，標準本位或預定式評鑑取向在國內教育評鑑中具有優勢地位。然而，自1980年代以來，也有一些學者強烈建議另一種稱為回應式評鑑的取向。他們主張，評鑑應更試著去回應方案內外利害關係人所關注的議題，更導向於方案的活動，以及更能反應方案中人們的各種不同價值觀點。此種回應式評鑑，值得採用於國內學校的校本課程評鑑。本文根據回應式評鑑的核心觀念與方法，詳述了一個運用回應式評鑑於校本課程的例子，包括期規劃、實施步驟和評鑑發現之描述，以作為國內學校採用此種評鑑取向於其校本課程評鑑之參考。

The Standard-based, or preordinate, evaluation approach has assumed a dominate position in educational evaluation in Taiwan as well as in many western countries. Some scholars have also strongly recommended an alternative approach, named responsive evaluation, since 1980’s. They argued that evaluation should be more responsive to the concerning issues of the stakeholders in and around the program, more oriented to the program activities, and more reflective to the different values of the peoples in the program. It is worth of making use of the responsive evaluation in school-based curriculum development in Taiwan schools.
The article describes the planning, operating steps, and findings of an evaluation case of a school-based curriculum, according the core ideas of ways of the responsive approach. It aims to present a good example for Taiwan schools when they are trying to use a responsive evaluation approach in their school-based curriculum.