The dimensions of educational evaluation include conceptualization and technology of evaluation. The methods have been drawn from the area of educational and psychological research. The techniques of evaluation need to serve the information needs of clients, address the central value issues, deal with situational realities, meet requirements of probity, and satisfy needs for veracity. Many researchers have developed new methodology. There is a need to alert evaluators to the availability of new techniques. They should be encouraged to try out and report the results of new techniques, as well as developing new methods. The methodology must fit the needs of education. The application of evaluation was identified as a problem area because there is often insufficient staff and resources to implement systematic evaluation. There is an inability to prevent corruption by political forces. Most of an institution's evaluation efforts tend to be committed to satisfying external requirements for evaluation while ignoring internally based needs. Professional support for evaluators has strengthened and there has been substantial progress in the professionalization of educational evaluators. The analysis of educational evaluation illustrates the need to improve research, training, and financial support for this profession. (DWH)