Evaluation as a planned and systematic activity is probably the most neglected aspect of innovation in schools. When evaluation is carried out it tends to be highly subjective and based on intuition or general impressions. There is no unwillingness on the part of teachers to undertake assessment; the giving of marks or grades to pupils’ work is one of teachers’ normal daily tasks. However, the carrying out of evaluation, the making of judgements based on a range of evidence from several sources, one of which might be pupils’ work, is a different matter. The studies of innovations at Cambire (Gross et al., 1971), Kensington (Smith and Keith, 1971) and Heathfield (Nicholls, 1979) all revealed teachers’ neglect of evaluation.