Strictly speaking, the target dissociation model is not a perfect evaluation model, and it has no complete evaluation procedure.
Craven concluded: "It is an unnecessary and harmful step to consider and evaluate the purpose." According to his point of view, objective evaluation can easily limit the evaluator to the purpose set by the scheme maker. Therefore, he suggested that the focus of evaluation should be shifted from "what the program wants to do" to "what the program actually does". In his view, the evaluation client should not tell the evaluator the purpose and goal of the program, but should let the evaluator collect all kinds of information about the actual results of the program, whether these results are expected or unexpected, and whether these results are positive or negative, so that people can make a correct judgment on the program. He advocates that in the formative evaluation stage, the executors of educational plans and programs should act as evaluators; In the stage of summative evaluation, we should take the completed educational activities as the evaluation object, focus on the collection of information, emphasize the objectivity of evaluators and make objective value judgments. In a word, the evaluation conclusion is not based on the predetermined goal of the educational plan, but on the intention of the participants in the educational activities.