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 on each issue, compares how a teacher with an "interactive" orientation would approach each issue in particular classroom situations with practices of a teacher with a "responsive" orientation, and summarizes those practices which best depict the resolution teachers from both orientations would follow. Chapter three repeats the same structure with the general issue, "What guidelines should govern the evaluation of students?" The fourth chapter elaborates on how the teachers with an interactive orientation have some similarities with the teachers with a responsive orientation on what they do and do not emphasize, but differ on the meaning of what is central and matters most to them in student evaluation. Chapter five proposes ways for teachers to use this book as a catalyst for professional development in their schools. This book is the result of analysis of responses from over 300 teachers, from which a questionnaire was developed and materials obtained for structuring personal interviews. (JD)