Discussion
Scriven's formative model (1967) of curricular evaluation does not advocate :
Answer: D
On the key's reading, Scriven's formative model does not advocate pre-product evaluation to meet the curricular goals.
Scriven's 1967 distinction made formative evaluation the evaluation done while a curriculum is still being developed, to improve it, as opposed to summative evaluation of the finished product. In practice that means tryouts of the materials in the field (the paper prints 'field traits'), watching how learners interact with them, and gathering the opinions of outside judges, which the first three options describe.
I could not check the 1967 text itself, so the match of the last option to Scriven's own wording is by elimination: it describes judging against the intended goals before the product exists, which is not how he characterises formative work.
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