Three types of evaluation used in program evaluation and the type of instrument or measure used are discussed. The three types of evaluation are: comparison group evaluation, analysis of learner outcome or product objectives, and process evaluation. Measurements employed are either direct or indirect. Most measurement in education is usually indirect, by which the subject may be measured while he either actively or passively participates in the measurement act. When it is determined that a test will be employed as a means of indirectly sampling some behavior, two basic kinds of tests are employed--the standardized norm referenced test and a criterion referenced test. Once the evaluation type and instrumentation have been defined, there is the question of the consequences of evaluation. The object of evaluation is to provide decision-making information about programs. Steps in program evaluation are: (1) consideration of how objectives will be evaluated should begin prior to program development; (2) following consultation with evaluation personnel, the planning group should make decisions on what measurement instrument, performance objective formats, and criterion levels represent fair and reasonable assessment of learner outcome, product objectives; (3) a system for recording and reporting the results of process objective evaluation should be established in the school; and (4) product objectives and comparison group evaluation should take place at the end of the program. (DB)