The issue of evaluation and assessment in the Creative Learning process is particularly sensitive since the child is not being assessed and evaluated in the traditional way (teaching, studying, examination, questioning, marking), but his/ her progress and change is being evaluated in the whole. Let’s not forget that learning means change and education is the process of change. By saying all these however, we do not want to reach the conclusion that there should be no evaluation of the CL process or the knowledge obtained in this process. Nevertheless, we should keep in mind three main points concerning evaluation:

1) What the children finally learned or gained in the process could be exposed mush later than we expect. We could see some or little change but the true change might come to surface much later.
2) The process of evaluating refers as mush to the knowledge that the students have acquired as to the evaluation of the teacher’s involvement in the process, how productive they have been themselves, if they have used the suitable techniques , if they have chosen the suitable activities to the theme. All in all, first to evaluate their own planning before they reach conclusions about what the students have/have not learnt or why or why they have so many difficulties.
3) Whatever way we choose to evaluate and assess the children, they should be informed about the criteria we as teachers have chosen to use.

Generally speaking, we could say that in order to evaluate the knowledge that the students acquired, the simplest thing we can do is to write down the educational aims and objectives from the beginning of the lesson and then see how many of them we managed to achieve. If, for example, I have set two curriculum aims (development of the use of the persuasive language and acquaintance with the Asia) and two objectives concerning learning drama terms, then in the end all I have to see is how many of these I managed to achieve. Let us see in more details what we can evaluate and how. There are no set standards and criteria for a teacher but still we can have some kind of categorising.