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Eisner's evaluation theory is rooted in his interest in the role of the arts in human expression and in the contributions they make to human understanding. Eisner's aim is to help articulate the ways in which artistic and humanistic approaches to evaluations might be pursued. In the field of education, we have tried to develop a science of education and to employ in practice a technological system that reflects the most efficient methods of industry. However, the modes of knowing and the forms through which what one knows is represented are multiple. We have not searched widely enough for methods of enquiry that will serve education well. In this paper, this author try to synthesize Eisner's comments on traditional evaluation, to analyze his pivotal concepts, modes of conceiving and forms of representation, and to note how these concepts are used to develop an evaluation theory called educational criticism and educational connoisseurship. Comments on Eisner's theory are also included.
