Four applications of ordering theory analysis in the formative evaluation of an instructional program which is being developed for retarded children are described. Data from the pilot-testing of this program demonstrated two uses of ordering theory directly related to the formative evaluation of instruction: the testing of hypothesized relationships between concepts and the revision of the instruction based partly on the hierarchies which were determined among items. In addition, ordering theory analysis is used in the construction of both diagnostic-placement tests and criterion-referenced tests. Attention is given to the educational significance of these applications in reference to the products developed, as well as the dissemination of ordering theory as a tool for formative evaluators. (Author/RC)