This review of the state of educational evaluation, which is directed to both those who produce and those who consume evaluation data, suggests that certain prevalent evaluation practices are seriously out of step with, and inappropriate for, current mainstream instructional activity. Evaluation is recommended as not merely an appendage to instruction, but rather as essential for corrective feedback during the developmental stages of instruction. Further, evaluation is proposed as a process to deal singly and interactively with the various components of the system it serves. Some of the problems of changing the parameters of evaluation are described with emphasis on the need to evaluate the process of an educational program and not just the products. A common design framework is proposed for evaluators and instructional planners in theory based (e.g., behavioral, cognitive, humanistic) instructional evaluation. References and figures illustrating the model are attached. (MER)