A conceptual framework is developed to consider two dimensions of evaluation systems likely to lead performers to internalize the evaluation process. The theory of evaluation and authority developed by Dornbusch and Scott provides the basis for a review of six studies in support of two propositions: (1) the more frequently performers are evaluated, the more likely they will be to accept or internalize the evaluation process (up to a point); (2) the more influence performers have over evaluation, the more likely they will be to accept or internalize the evaluation process (up to a point). A brief discussion of the theory of evaluation and authority as it applies to schools is followed by a discourse on the rationale for the two propositions cited above. Then the basic features of the six studies supporting these propositions are described. These include two questionnaire studies, two interview studies, and two comparative studies. The next section examines the frequency of evaluation activities as reported by teachers and the degree of influence teachers have over those activities. This is followed by an examination of the relationships between frequency of evaluation, teacher influence over evaluation, and internalization. These propositions are then discussed in terms of their application to the evaluation of students. The paper concludes by identifying directions for further research and theory construction. (TE)