Recently, several systems bearing the label "instructional management systems" have been developed and reported. An analysis of such systems, however, reveals that most are limited to test-scoring and reporting functions and might best be considered instructional monitoring systems. State-of-the-art computer and educational technology is sufficiently advanced to permit development and implementation of such systems. However, true instructional management systems cannot become a reality until strategies of development and evaluation of instructional decision rules are more advanced. Prior to the development of either type of system, the specific components requiring computer support must be identified, the potential cost benefits of such support must be analyzed, and appropriate hardware/software configurations must be established. (Author/MF)