ABSTRACT
Evaluation as a planned and systematic activity is probably the most neglected aspect of innovation in schools. The usual practice in schools involved in innovation is for attention to be directed exclusively on the innovation and its development, while the processes of innovation tend to be ignored. The major dimensions of the framework include three phases, namely: preparation, planning and implementation. Within this three-phase framework the desirability of innovating, the innovation, the setting and personnel, the introduction of the innovation, processes of planning, the innovation in use and evaluation itself have been identified as major focal points. The usual practice, when there is any evaluation at all, is that the task is undertaken by those teachers who are involved with an innovation. If evaluation is taken seriously and carried out rigorously as an integral part of the process of innovation, it demands skills, knowledge and a willingness to face up to the consequences of the evidence.
