Available designs and instruments for evaluation are not adequate to meet the varied needs of evaluation. Therefore, evaluation needs to be reshaped in terms of 1) consideration of how and where currently available theories, designs, and instruments are proving useful, 2) identification of needs that cannot be met ith currently available constructs and tools, and 3) an attempt to identify guidelines for efforts to meet unfulfilled needs. On this context, the history of educational testing and evaluation is briefly reviewed and some interesting new ideas noted. The rather recent concepts of formative versus summative evaluation, of fidelity versus bandwidth of information and of group evaluation versus individual evaluation might be of help to reshape evaluation positively if the needs for evaluation can be examined within a framework of educational decision making. (CK)