Most evaluation models employed in the area of educational evaluation studies are rooted in so-called objectivism or objective paradigm The objective paradigm mainly aims to find some objective context-free truths generalizable to other similar environment out of a specific evaluation study by stripping the study of its own unique environment. The best way to be objective is to be context-free or value-free. However, the term ‘evaluation’ itself implies judging something to conclude whether or not the evaluand is good and, so, loses its logical ground to assert the evaluation studies to be value-free. Therefore this paper wants to get the evaluation practitioners wide open to evaluation models, not to be restricted to the objective evaluation models. An evaluation model called responsive constructivist evaluation, as an alternative to the objective evaluation models, is introduced. The responsive constructivist evaluation leads to agreements among stakeholders, who usually have different points of view, claims, concerns, and issues, by making those different matters disclosed and thus leading to consents through a cycle of negotiations.