Presents an evaluation model representative of specific programmatic components and based on issues of attitude change or personal development, process change or instructional development, and structural change or organizational development, for use in administrative and teacher appraisal. (RAO)

Reviews four different approaches to evaluation--decision-oriented, applied research, value-oriented, and systems-oriented--and suggests how each may be applied to the evaluation of instructional programs. Nine references are listed. (Author/CHC)

Discusses the historical development of "hard" and "soft" systems thinking traditions and examines how these traditions have been understood and applied in the field of instructional development. Proposes the need for a synthesis of the two traditions in planning, implementing, and evaluating instructional programs. (AEF)