The general inability of instructional developers to demonstrate the effects of instructional development services toward improving college programs is discussed, and a process for program evaluation and revision is proposed. A flow chart of the general process for continuous program evaluation and revision provides examples of operational questions implied by the process. Issues and assumptions involved in such models are discussed, an outline of a few essential data and processes is given to provide a sufficient level of evidence for more objective decision making about the effects of instructional development on program developments, and ten major tasks that are implied by this proposal are listed. A bibliography of 11 items is included. (CHC)