The dire desire of educational researchers to contribute to education meets constant frustration and contradiction. One of the main reasons lies in the fact that they have failed to find an endogenous conceptual system and heavily relied on other disciplines. Such indiscretion and category-mistake inevitably result in an irony that their intervention into the field rather distorts educational phenomena and at best contributes to the things other than education. Considering all of these, the primary step of an educational researchers to do for education should be directed to reforming their own convention of conceptional application. With this perspective in mind, this paper critically examines what is known as “educational evaluation” among others. Although urgent issues and problems are focussed on mal- and over-practice of examination in school and most people one way or another suffer from it in their daily life, little systematic self-examination has so far been made on the part of researchers to find out possible conceptual pitfalls which are embedded in this field. A close examination and critical reviews are undergone to reveal the fact that current theories of “educational evaluation” and various practices based on them have nothing to do with education proper in terms of the facts and values they are expected to put special emphases on. Most of their concepts and practices are devoid of interest in boosting a unique nature of education and instead reduce the education inadvertently into heterogeneous functions of schooling. Finally, an attempt is made to propose a radically different theory of evaluation which particularly takes the uniqueness of education into consideration. It includes three aspects that are distinctive from each other in terms of the facts to watch and specific values to apply to them. They are (1) evaluation of intrinsic value of education, (2) evaluation of external environments surrounding education, and (3) the evaluation of external values of education. Each of them is explicated in direct reference with school setting, hoping that it's application would contribute to the efforts for normalizing education in school.