A. THE FOURTH RESEARCH 1. The purpose of this study is to make the tentative recording form, which the author proposed in 1953, available for practical use in evaluation at schools. This study also aims to explore more fully the experiences of evaluation carried on the form. a. At first, the author wrote “Manual of Direction” for evaluation. Attached to this manual are two “Term Tables” which might be helpful for teachers in recording pupils' personality traits. b. The author then sent his tentative evluation forms and “Manual of Direction” to the teachers of elementary schools in various communities (90 teachers of 25 schools in Osaka, Hyogo, Miyagi Prefectures and Kyoto City), asking them to select two pupils at random from his class, and to evaluate them according to the direction given in the manual. c. The author then asked several questions on the the experiences of evaluation. 2. The author received evaluation sheets on 180 pupils, filled out by the teachers. The questions asked of these teachers were as follows: 1) Which is easier to record evaluation, this form or any other form? 2) Is the “Term Table for Immediate Impression” useful in recording evaluation? 3) Is the “Term Table for Behavior Pattern” useful in recording evaluation? 4) Do you discriminate (distinguish) “Immediate Impression” with (from) “Behavior Pattern” in evaluation? 5) Can you rate “Behavior Pattern” at the fourth grade scale in accordance with the direction of the manual? From the answers to the above questions, it was indicated that the tentative form was superior to other forms in that it was more convenient for recording and could give more valid figures of overall personality. B. THE FIFTH RESEARCH 1. The author sent questionnairs on his basic ideas of personality evaluation to various educational psychologists in Japan, asking them to send him their opinions. He received answers from 26 psychologists, which proved valuable in the study. Following are the questions and the response: 2. a) Question # 1: The author categorized three personality evaluation items: 1) immediate impression 2) behavior pattern. immediately appreciated 3) behavior pattern on intensive observation He then asked whether these items may be clearly distinguished from each other in evaluation. Approximately half of the psychologists supported the author's point of view; Some were critical of it. b) Question # 2: “Do you think the Term Tables are helpful in recording evaluation?” Almost all answered in the affirmative; some pointed out the need for better systematization. c) Question # 3: The author selected seven personality trait items as being essential: raining, sociability, self-control, thinking, emotional stability and sincerity.“Do you think these seven items are essential to personality evaluation?” Some answered in the affirmative; some others were critical and gave their own opinions. As a result of the above study, the author now understands the extreme difficulty of the problem and that, fundamentally, it depends greatly on the obtject of education.