Three papers address issues in course evaluation and assessment of student performance in language awareness programs. The first paper concentrates on the formative evaluation of a course, during its design phase or in progress. It focuses on self-evaluation and two features of course design considered essential to course integrity: explicitness of documentation, and a course management approach that includes a monitoring function. The second paper is concerned with summative course evaluation by an externally administered formal examination. It outlines the questions to be considered in organizing such an evaluation, illustrated by one British secondary school's experience. The third paper examines basic issues and limitations in student testing and the usefulness of student performance assessment as part of the overall course or program evaluation process. (MSE)