This article presents a conceptual framework for educational evaluation, one which is based upon school practices in Japan. Using the distinctions between summative and formative evaluation as established by B.S. Bloom and others, the key concept is "formative evaluation, " but the stress in this article is placed upon the functional aspects of evaluation. The author is critical of the emphasis often placed upon behavioral objectives. In place of them, he emphasizes basic distinctions normally made among the three types of objectives-accomplishment, improvement and experience. Furthermore, he points out that the most essential and urgent task facing the schools is to help every child attain minimum essentials of scholastic achievement and personal growth.
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