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As much as setting standards is important for evaluation and feedback, the instructor or evaluator should not make the student to restrict their understanding on those standards. In my experience, making students to focus from the start, only on certain areas reduced the overall performance of my students in class participation, especially the grade classes. It is better that the set standards should be known only to the teacher. The teacher can summarise the lesson at the end thereby stating the points which the evaluation and feedback will be based on. Tolman's purposive theory has been tagged by a number of educationists as one which may be a reductionist factor in learning, ie, reducing the behavioural effect of learning in students.

Diverse perspectives in evaluation and Feedback enhances the spirit of collective responsibility in education. In a school system, team work is important especially for feedback. A feedback mechanism based on team work, exchange of ideas, interchanging the evaluators among classes and other methods of diversifying perspectives is more reliable than a self-propelled evaluation. Diverse perspectives in evaluation will also reveal problems peculiar to certain classes and adequate solutions will be preferred and executed by the team.

Learning is a continuous process. Teachers must continue to update their skills for enhancement of their performance in accordance with global best practices. In teaching, evaluation, supervisor, listening, mentoring and every other aspect of education, a trainer must continue to be trained not to acquire new skills but also to get updated on new methods and styles for effective implementation of the known skills. Pedagogical development in my view has more to do with the latter.

Blending teaching with evaluation or feedback associated teaching is a very effective evaluation strategy. During teaching, a teacher can be evaluating students performance and feedback by engaging them verbally. Advantages of this method are: 1. It helps the teacher to determine the need to intensify or change certain parts of his teaching aids, instructional materials or apply a new skill. Things may be too late to mend or hard to repair if the teacher waits till the end of lesson before evaluation. 2. It makes the students to willingly give feedback without a fear of test time, since they are just participating without being told that someone wants to evaluate them or been shown an examination timetable.