The Canadian Education Association sponsored a study to review and synthesize the literature on student evaluation; investigate changes in goals and methods; and make recommendations for improvement. Interviews were conducted in six provinces with administrative personnel, principals, and teachers. Employers and post-secondary institutions, as consumers of evaluation, were also surveyed. A model was developed for the relationships between evaluation, teaching, learning, time on task, students' self-concept and school attitudes, and teacher attitudes. Results indicated that achievement testing was common but little use was made of test results. There was increasing reliance on testing, and less on consultants, to assist in educational quality control. Employers were generally more concerned with attitudes and behavior than grades; banks and insurance companies were most interested in grades. Colleges were concerned about the comparability of schools' grades. The following recommendations were made: (1) raise the status of evaluation; (2) develop promotional materials discussing and explaining student evaluation; (3) establish a task force on evaluation and technological change within each province; (4) organize regional conferences on student evaluation; and (5) conduct a study of teachers' skills, attitudes, and feelings about evaluation. An annotated bibliography is appended. (GDC)