This significant analysis was delineated to help to comprehend the state of mind of authors involved daily with the evaluation actions existents. Were chosen four views, of different structure and improvement, reached with a large gamma of information and practical purpose.

To start with, all authors cited that evaluation processes that might be used have the elemental function of expression of the knowledge objectives, fixed through the curricular grade. So, they are capable to illustrate knowledge progress inside the basis customary since the beginning of the progress. This opinion is undisputed.

Also, all correct evaluation method have to be alert on what students have learned and what they can do with the apparatus acquired. The reasons for that are very simple due with the inobservance of those points, any evaluation method would be capable to truly fix the educational step where student is located. This is a consensus about evaluation presented in all the texts discussed here.

In a third way, principally to Cann and Cook, evaluation methodology needs to be harmonious with exact tutoring and also have to be based on significant tasks. So, evaluation methods must be capable to point only the most important matters, without consideration with the rest, to be helpful and efficient.

To Cook, only if this method is based on proper criteria it will be capable to reveal the real conditions of the students, but to this these criteria also have to be known and understood by the evaluated. These points are very important cause without them students cannot comprehend the evaluation procedure and so they won't respond efficiently to the process.

Not only one or a few evaluation methods must be used but a large number or them as strained by Cann, so they have to reproduce a range of devices and methods of evaluation and assessment. For her, this is clear when we comprehend that each method or device is prepared to evaluate only a few points of the matter evaluated, so, each more devices we utilize more points can be exposed.

Wilde & Sockey indicate intensely that as a consequence of this variability, evaluation methods must provide multiple opportunities and ways for students to demonstrate their knowledge. Only a few methods or devices won't provide sufficient variability of possibilities, so also only a few aspects of knowledge will be evaluated, according to all authors. Besides, each student has his own preparation and boldness with a specific method, particularly to Cann and Shadish, resulting in unproductiveness when the evaluation device is not the best of appropriated for this student. Variability of possibilities should reach a large camp of ways to provide students the most appropriated method for their specific cases.

Particularly to Cann and to Cook, but cited also by all the others authors, also the methods of evaluation must be ongoing and continuous. They indicate that this is very important cause knowledge process is not a fixed and delimitated. It is formed of continuous steps which must be always evaluated, producing a specific diagnosis of the knowledge utilization by the students.

To them, must also provide ways to inform practice and instructional decisions. So, evaluation methods or procedures must reveal only the marked points chosen as important and relevant, without losing their way by revealing unnecessary information.

Finally, evaluation must inform others, as students or parents about results and productivity in a clear, accurate and practical way.

What is possible to acquire inside the articles related are some benefits that can be gained through evaluation. These points are all indicated in all the texts, but Cann and Wilde & Sockey presented the best explanation about the benefits involved in evaluation.

- Accountability/Making Overall Judgments

- Analyze efficiency and efficacy

- Determine the efficiency of programs, projects and their component processes in the classroom

- Determine a specific educational program quality

- Provide timely and convincing evidence of program efficacy

- Determine the efficiency of programs, projects and their component processes

- Development/Facilitating Improvements

- Identify program's strengths and weaknesses

- Make programs less vulnercapable

- Monitor how well programs are functioning

- Examine results

- Provide information needed to maintain and improve quality

- Gain direction for improving programs

- Provide evidence of what works and what does not

- Assessment of program impact

- Determine which methods produce the best results

- Select the types of programs that offer the most needed services

COOK, J. Evaluating Knowledge Technology Resources. LTSN Generic Centre, 2002.

CANN. E et al. English Language Arts: A Curriculum Guide for the Middle Level (Grades 6-9). Saskatchewan Education. 1998.

HIRSCHMAN, L; THOMPSON, H. Overview of Evaluation in Speech and Natural Language Processing. In J. and Mariani, editor, State of the Art in Natural Language Processing, pages 475 -- 518.

SHADISH, W. Some evaluation questions. Practical Assessment, Research & Evaluation, 6(3), 1998.

WILDE, J.; SOCKEY, S. Evaluation Handbook. Clearinghouse. 2000.