The present study aimed at exploring the most important new evaluation styles which effectively contribute to learning process and studying the differences in learning motivation of the pupils and their scholastic achievement related to the type of evaluation styles. The participants of the study were (258 : 138 males and 120 females) teachers of all majors in the elementary school at Directorate of Education in Al Sharqia Governorate. The other participants were (437) male and female pupils in the fifth grade in the elementary stage. The study used two instruments ; i.e. learning motivation scale and evaluation styles questionnaire. In addition, the study got the total final achievement scores of the participant pupils’ all academic subjects by the end of the academic year . The results of the study revealed differences in the evaluation styles applied by the teachers to evaluate their pupils. The top five items in the evaluation styles questionnaire were as follows: 1- Using oral tests at the beginning of each lesson. 2- Using written tests with essay questions. 3- Using oral questions during the lesson as feedback. 4- Using restricted-answer questions in evaluation pupils. 5- Assigning my pupils homework. The results also revealed no significant statistical differences among the mean scores of two group individuals ( pupils ) (those of traditional styles and those of developed styles) concerning their learning motivation. Additionally, there were significant statistical differences at 0.01 among mean scores of the two group individuals (pupils ) ( those of traditional styles and developed styles) in their scholastic achievement in the favour of developed evaluation styles.