The questions of whether undergraduate students use different processes in evaluating their own learning in a course, and whether such differences are related to differences in personality development or cognitive development were studied. It was predicted that students possessing well developed abstract conceptual structures would show a more deliberate use of the evaluation process and a greater degree of differentiation in their self evaluation. Levels of conceptual development of undergraduates in a home economics education curriculum were measured. Results of assessing students' self evaluation, correlated with scores of conceptual level, indicated that most students' judgments were based on personal expressions of goodness or badness rather than on objective references. Little or no differentiation was observed in their judgments, nor were conditional judgments indicated. It was concluded that educators should examine not only the content of students' self evaluations, but also the "contexts" of their judgments and the processes used, and that if students' evaluations are used as a basis for planning learning and instruction, this may undermine the intellectual aims of education. It was suggested that students' self evaluations may be used to aid them in developing higher cognitive and motivational orientations. (MH)