ABSTRACT
Today evaluation is everything. The thirteen-year-old boy with football 1 as one of his main interests is involved in different forms of evaluation once or twice every week. Not only after the football games but also in school after he and his classmates have finished different projects. So this teenager has a fairly good idea about what evaluation is all about: exactly like many civil servants, politicians, or writers of books about evaluation. However, a description of purpose and methods would probably look very dissimilar in these different contexts.
