As change occurs in various health sciences programs, evaluational strategies should be developed so that adaptive decisions may be made. Evaluation models taking into account inputs, methodology, and outputs (Stake, 1967, and Astin and Panes, 1971) need examination. Alternative measurement instruments for formative and summative evaluations, including simulation techniques (McGuire and Babbott, 1967), need consideration. It is particularly important to define adequate criterion levels of performance, including analysis of the implications of criterion-referenced measurement, (Popham and Husek, 1969). Systematic evaluation strategies should provide reliable and content-valid information from which decisions can be made concerning adequacy of student preparation as compared to content experts' a priori academic judgments. (Author)