A pilot study was initiated to achieve reliability and especially validity indexes for measuring research and development impact. Two opposing questionnaires were administered to each of three target groups: 164 high school vocational education students, 120 secondary school vocational education teachers, and 56 vocational education administrators. Half of each group received the original questionnaire measuring product impact; half received the alternative questionnaire measuring product nonimpact. Three impact questionnaires, developed primarily by vocational education administrators, were constructed through item analysis. Nonimpact questionnaires stated the impact questions negatively. The student questionnaire contained 16 items, the teacher questionnaire 36 items, and the administrator questionnaire 20 items. The following are original and alternative questionnaire discriminant validity correlations and reliability correlations for the three groups: students: -.049 validity, .83 reliability; teachers: -.18 validity, .78 reliability; and administrators: -.45 validity, .86 reliability. Better impact assessment was found in the administrator domain than in the student and teacher domains. Each adjusted questionnaire contains ten acceptably valid items. An example of sensitive/valid items from each domain is (1) students--gaining new knowledge from the product, (2) teachers--the completeness of details covered in the product, and (3) administrators--the absence of many better alternative products in the subject area. (CSS)