Evaluating educational practices is crucial to ensure that teaching strategies and learning outcomes meet the intended goals. For example, the National Achievement Test (NAT) serves as a standardized tool to measure student performance across regions. Its strengths include providing reliable data for policy-making and identifying curriculum gaps. However, it has weaknesses such as focusing mainly on cognitive skills while neglecting affective and psychomotor domains, and its delayed results often limit timely interventions. To address these issues, I propose a Classroom-Based Holistic Learning Evaluation that assesses cognitive, affective, and practical skills aligned with 21st-century competencies. This evaluation would combine formative assessments like quizzes and journals, performance tasks such as projects and presentations, teacher observations, and student feedback. Tools like rubrics and digital portfolios would ensure fairness and transparency, while monthly formative checks and quarterly summative evaluations would provide timely insights. Reporting would include individual progress and class-level analysis to guide instructional improvement. This approach promotes a more comprehensive and responsive evaluation system that supports both teaching and learning.