A review of literature covering the last 10 years of European and North American research efforts reveals the numerous progress that have been accomplished in educational evaluation. The authors point to the main development which occurred in relation to the three poles of the instructional triangle (learner, teacher, subject matter) as well as to a fourth one, society, which they added to the previous three. They acknowledge the increasing role played by cognitive sciences in educational evaluation and the greater complexity of the evaluation task. As a conclusion, they isolate from their own observations a series of focal directions for the near future.