This paper explores the role of computerized simulations as a decision-modeling intervention strategy, and views the strategy's different attribute biases based upon the varying primary missions of instruction versus application. The common goals associated with computer simulations as a training technique are discussed and compared with goals of application-oriented simulations. General issues related to the evaluation of general instructional computing systems are also identified, including 18 "clusters" of standards for evaluating curriculum linkage, documentation, CAI (computer-assisted instruction) elements, CMI (computer-managed instruction) elements, screen displays, student groupings, bolt requirements, range of student use, data directives/response input, user control flexibility, hardware requirements, user pretraining, teacher supervision, auxiliary motivation, reinforcement, student individualization, flow of program design, use of graphics, and error trapping. In addition, key focal points are identified that help the teacher adequately evaluate simulation courseware. Two pages of references are included. (TE)