Ideas on the necessity for evaluating alternative programs and on developing evaluation programs are examined in this position paper. Many alternative schools, opposed to measurement of their program from a philosophical and defensive standpoint, view evaluation in a negative light because the purpose is not understood. However, evaluation can be an integral part of an ongoing formative evaluation process; establish credibility for an innovative program; identify workable educational strategies; and set the stage for student evaluation. Problems and issues in alternative education are varied. One of the problems mentioned is that the stereotype of a good evaluation is one where no negative information is brought forth -- whereas, in contrast, a good evaluation provides direction for program improvement. Another problem is that an inadequacy of evaluation instruments and evaluators exists. Other issues and problems relate to stringent demands, the role of behavioral objectives, and evaluation by external sources. In summary, evaluation needs to be an integral part of the planning process with the staff and the central administration establishing goals and objectives which can be evaluated. (SJM)