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In the field of evaluation research, computer scientists live constantly upondilemmas and conflicting theories. As evaluation is differently perceived andmodeled among educational areas, it is not difficult to become trapped indilemmas, which reflects an epistemological weakness. Additionally, designingand developing a computer-based learning scenario is not an easy task.Advancing further, with end-users probing the system in realistic settings, iseven harder. Computer science research in evaluation faces an immensechallenge, having to cope with contributions from several conflicting andcontroversial research fields. We believe that deep changes must be made in ourfield if we are to advance beyond the CBT (computer-based training) learningmodel and to build an adequate epistemology for this challenge. The first taskis to relocate our field by building upon recent results from philosophy,psychology, social sciences, and engineering. In this article we locateevaluation in respect to communication studies. Evaluation presupposes adefinition of goals to be reached, and we suggest that it is, by many means, asilent communication between teacher and student, peers, and institutionalentities. If we accept that evaluation can be viewed as set of invisible rulesknown by nobody, but somehow understood by everybody, we should addanthropological inquiries to our research toolkit. The paper is organizedaround some elements of the social communication and how they convey newinsights to evaluation research for computer and related scientists. We foundsome technical limitations and offer discussions on how we relate to technologyat same time we establish expectancies and perceive others work.

Redesigning Computer-based Learning Environments: Evaluation as Communication