This paper reviews changes in the philosophy of student evaluation over time as reflected by the elimination of the standardized testing program originally administered by the Ontario Ministry of Education. It presents the development of a more student oriented approach to evaluation as reflected in recent Ministry issued curriculum documents. It contrasts with this the apparent philosophy underlying the suggested use of the Ministry developed "Ontario Assessment Instrument Pool" (OAIP), a bank of assessment instruments for the re-implementation of province-wide testing. The Etobicoke Board of Education's (EBE) response to a perceived need within the system was to develop a resource document on student evaluation: "Making the Grade, Evaluating and Reporting Student Progress." It is a statement of (1) the philosophy of the EBE in regard to education and its outcomes as well as student evaluation; and (2) the responsibilities of the system, the schools and the teachers in regard to evaluating student progress. It also fills the unelaborated Ministry requirements as stated in curriculum documents for student assessment and evaluation. However, it stands in opposition to the philosophy that would see OAIP used for province-wide testing. (Author/PN)