ABSTRACT
The key to useful evaluation is to see it as an integral part of the way schools are organised, not as tests to be imposed. The justification for this view was that observations of way teachers go about their work in the classroom and judge the success of their school, show that evaluation is implicit in all their important activities. Curriculum planning, teaching methods and school management continue to have priority. Evaluation supports the planning and improvement. By the mid-1970s the ending of selection for secondary schooling enabled the move to individualised learning to accelerate. The commitment to evaluation grew out of need to keep careful records of the progress of individual children. It was increased by London Education Authority (LEA) publications on basic curriculum areas which stressed aspects which most children should master at specified ages. The LEA also encouraged voluntary school self-evaluation through the production of a booklet of questions for staff.
