The question of Evaluation and Assessment that we were asked to consider contains many different aspects of general beliefs and principles, of personal didactic and pedagogic decisions, and of internal freedoms and external constraints. The use of history of mathematics in education and teaching of mathematics also concerns the broad cultural aspects of our subject surveyed by Alan Bishop (1988). Areas not considered explicitly in this short report are questions of equity and social justice, of race and gender, which are the concern of all sensitive educators. This report is intended first to survey the contexts, options, possibilities, and situations surrounding the problems of assessment and evaluation, and to offer a number of questions that we all have to consider when we plan a course, and before we make an assessment of our students’ work. These aspects were considered by the panel members, and since each of us work in different contexts, our work situations and observations can be found in the statements at the end of this report.