The first chapter of this monograph sets forth the central purpose of the reported study: "Why do teachers prefer to use particular practices in student evaluation?" Chapter two explores the question: "How should evaluation influence the learning of each student?" and defines three specific issues, quotes what some teachers say…

Suggests how social studies teachers can critically choose methods that allow for differences in students' learning styles and abilities and select ways to help students become part of the evaluation process. Includes a chart of nine different techniques which outlines advantages and considerations. (MJP)