An evaluation model is presented for the assessment and instruction of preschool children in innovative programs. A five-step procedure is outlined for preparation of the model: (1) identifying the population, (2) pre-assessment evaluation of the three learner groups (students, teachers and parents), (3) identifying instructional program objectives for the three groups, (4) formative evaluation, and (5) summative evaluation. Population identification covers students (4-year-olds), parents and teachers. For pre-assessment, diagnostic evaluation instruments used for children were the Illinois Test of Psycholinguistic Abilities, the Beery Test on Visual-Motor Integration and the Peabody Picture Vocabulary Test. Teacher pre-assessment measured educational background and instructional skill development. For parents, instruments were designed to assess parent-child interaction and also to obtain information on children's home activities. Program objectives, based on results of the pre-assessment evaluation, relate to cognitive and affective domains for each of the three groups. Formative evaluation is used to determine the degree of mastery of the learning tasks and to pinpoint the part of the task not mastered. The final component is summative evaluation, to determine the degree of behavioral change in each group of learners and thus measure the effectiveness of the total program. (Author/BF)