Three types of evaluation methods are discussed in terms of their use in evaluating both cognitive and affective learning in developmental programs: standardized tests; criterion-referenced tests; and naturalistic inquiries. Section I looks at the complexities of learning and the inherent difficulties in judging the quality and quantity of what is learned by students in developmental programs, and proposes a model that can be applied to the evaluation of learning in postsecondary developmental programs. Section II describes three general categories of tests (i.e., placement, diagnostic, and achievement) and specific types of tests (i.e., standardized, criterion-referenced, habit and attitude inventories, and teacher-made competency tests). These tests are analyzed according to their strengths, weaknesses, and uses. Additionally, section II reviews several instruments that can be used in developmental programs, and section III offers a rationale for the utilization of criterion-referenced tests in developmental programs and offers suggestions for developing these tests. Section IV shows how unobtrusive or naturalistic methods of evaluation can be used to fill in the gaps left by other tests, including a definition of naturalistic inquiry and a description of its basic principles. Finally, a concluding section highlights major points and implications for the future of evaluation of developmental studies. (EJV)