This paper reports on several generic evaluation methods used by the evaluation office of the Curriculum Research and Development Group of the University of Hawaii (EO-CRDG). Scrivens's (generic) checklist approach was taken one step further by developing generic data collection instruments to be used with any evaluation method: (1) a formative evaluation feedback questionnaire; (2) an observation coding sheet; and (3) a teacher instructional behavior record. The student questionnaire is based on an evaluation form from an American Educational Research Association workshop, Scriven's checklist and EO-CRDG experiences. The one page form includes Likert-type items on course (or class) organization, pace, difficulty, and opportunities to interact or ask questions. Three open-ended questions cover strengths, weaknesses, and other comments. Students assign a letter grade (A-F) to the course. The observation form used is a modified version of the Far West Laboratory for Educational Research and Development. It includes engagement time, active teaching behaviors, student and teacher field notes, and teacher time allocation. Using the State's performance expectations for major subject matter areas, cognitive tests were constructed. For greater efficiency, final reports would include writings that had proven to be successful in communicating in the past. The three generic instruments developed in this study are appended. (PN)