The bulk of this conference report is made up of three papers. In the first, J. A. Riffel argues that there are two polar orientations to the problem of evaluation in education--the independent empirical and the participatory problem-solving. To date, education has been dominated by the former approach. Only the latter allows for a variety of approaches to evaluation that makes possible a better match between the processes of evaluation and the context in which they are used. In the second, Terry Morrison declares the primacy of values and analyzes the evaluative process, identifying object, criteria, and evaluation framework as components. He sees the effectiveness of value-centered valuation as dependent largely on a more than usual level of tolerance and skill in communication among the participants. Morrison explores the incidence and resolution of conflict within the value-centered framework. The third speaker, Lionel Orlikow, spoke from the vantage point of a member of the provincial department of education and was concerned with three political aspects of evaluation. After discussing three models of evaluation that are possibilities now--external-internal, questionnaire, and standardized tests--he discusses the need for models of consultation and participation. (Author/IRT)