Promoting learning that encourages students to learn proactively is a familiar issue in science class research with regard to approaches to evaluating learning corresponding to educational reforms fostering students’ potential and skills. In research in Japan and overseas, this features as one of the pillars of developing potential and skills. In order to improve such learning, it is necessary to integrate content, learning activity and learning evaluation, to stimulate students’ motivation to learn, and to promote proactive and cooperative study, linking this to the development of potential and skills. In addition, it is necessary to verify and refine the implemented teaching methodology and learning evaluation in accordance with curriculum management. Class research on learning activities using mutual evaluation sheets and science classes implemented based on the research were therefore conducted as a learning activity to encourage proactive study. The purpose of learning activities using mutual evaluation sheets is for students to evaluate their responses, as well as those of other students, to questions using fixed evaluation standards. They then review their responses and the results of the evaluation, developing their expressive ability and enhancing their motivation through proactive learning. In this trial, the PDCA cycle (designing, implementing and reviewing learning activities using mutual evaluation sheets) was regarded as a process in science class research. It was suggested that implementing classes with activities using mutual evaluation sheets and science class research could potentially encourage a shift in the teachers’ views of evaluation as well as contributing to the students’ motivation to study, a necessary factor in fostering students’ potential and skills.