Evaluation problems evolving from certain objectives of intervention programs and from the characteristics of the target population are investigated. The intellectual process approach of experimental education with its emphasis on conative and motive objectives requires an evaluation technique capable of reflecting the desired behaviors more accurately, and of testing poor children adequately. Lower verbal ability and interpretation difficulties of poor children reduce the effectiveness of achievement tests for assessing the results of experimental education. The advantages of situational tests are noted and it is suggested that tests of this type are necessary for more adequate representation of the effects of intervention, given the characteristics of the target population. (LR)