The importance and necessity of evaluation in the process of educational activities can be examined from two perspectives. The first point of view is related to the planner or teacher. In fact, in planning teaching and making decisions during educational activities, in order to obtain reliable information on the preparation and academic progress of learners and the effectiveness of their classroom activities through evaluation, the teacher finds information and awareness about three categories. These categories include: A) Problems and deficiencies in the elements of the educational plan (goals, content, methods, materials and educational tools); B) The level of academic progress of learners and their preparation for further education and C) The efficiency of teaching and the adequacy of the tools used in measuring the academic progress of learners. The second point of view is related to learners. In such a way that through evaluation, learners are encouraged to develop their positive aspects and solve their educational deficiencies with the help and guidance of the teacher, while being aware of the positive and negative aspects of their performance in learning.