This study compared the different modes of evaluation at work in Greece's secondary school graduation and university admission process. The goals of the study were (1) to provide background information regarding the contribution of in-school assessment scores and external examination scores to higher education admissions decisions, and (2) to provide information on the external examination essays evaluation process. The first goal addressed questions of bias introduced in each evaluation procedure by the student's socioeconomic background and geographic origin by comparing the average score achieved in school with the average score achieved in the external examination. Informal interviews were undertaken to pinpoint some of the reasons for the differences observed between the two modes of evaluation. The second goal addressed questions of the validity of teachers-examiners' assessment of essay-type papers in the national examinations. It involved a comparison of the average score assigned by the two official examiners with the average score assigned by two other independent teachers. (BW)