Like many countries, Norway in the 1980s decentralized many government functions including public education. However, there was concern over maintaining common national education goals and evaluating schools' performance. Decentralization in schools also included school-based evaluation, evaluation done by and in the school. Three studies of school-based evaluation looked for interrelations among leadership, evaluation, and development. The first study of principals and teachers at 33 primary schools found that the schools varied considerably in how they defined self-evaluation and the methods they used. The second study was an indepth examination of one school involved in self-evaluation. It found that self-evaluation was largely management driven and received mixed reviews from school personnel. The third study, a survey of teachers and members of self-evaluation planning groups, found that schools need sufficient time to prepare for self-evaluation before outside groups can use the information gathered. In conclusion, school-based evaluation seems to be worthwhile, but schools struggle with organization and with the realization that evaluation is a democratic and investigative process. Also, the role of the school leader is crucial for initiating and maintaining school-based evaluation in ways that meet teachers' approval. (Contains 47 references.) (JPT)