ABSTRACT
Vernon presents a depressing picture of the response of (a sample of) drama teachers to the notion of evaluation. His findings suggest that despite the growing concern with the need to design more effective assessment and evaluation procedures – as expressed in the literature over a number of years – drama teachers remain firmly at the intuitive stage in making judgments about both their own and their pupils’ work (see Bolton’s article). Communication between drama teachers and colleagues, parents, etc. about purposes and content of drama would appear to need considerable improvement. Vernon calls to those involved in training teachers to carry out the basic tasks of self-evaluation and ‘jargon-free explanation and justification’.
