The most familiar form of evaluation in Western theatrical dance is aesthetic judgement, which considers dance performances as objects of art. This is how dance critics usually approach dance. However, there is more to evaluation than this. It also plays an integral part in learning: it can help a student develop skills in choreography as well as to develop an aesthetic understanding of dance as art. I believe evaluation is something that can stifle or nurture creative processes. In this paper I will discuss the nature of choreography and some forms of evaluation used in choreographic pedagogy. I will also introduce recent research, which concerns evaluation as an integral part of learning. In conclusion I will focus on three important questions in evaluation: (1) what to evaluate, (2) who are the evaluators and (3) what is the meaning of evaluation? In my paper I am not attempting to make a thorough assessment of what is included or should be taken into consideration under each question. Instead I will point towards some directions that might be illuminating and enhance the possibilities of evaluation. I will focus especially on those features of evaluation that are related to such pedagogic processes in which students create choreography on themselves. My main experience as a teacher of choreography is with first-year contemporary dance majors in a university. However, these ideas are most likely applicable to other age groups and dance forms.