It may well be correct that in practice quantitative and qualitative approaches to
evaluation may both be necessary. However, we do not believe that the way to justify this
eclecticism is on pragmatic grounds based essentially upon the alleged nature of evaluation
(Cronbach, 1982). Further we agree with Stake (1981) that socalled conceptual models, e.g., the CIPP Model, the Discrepancy Model, the Responsive Model or the
Goal Free Model, are persuasive approaches to carrying out evaluation, and not
conceptualisations of evaluation.