Based on the premise that instructional development is a change process and the instructional developer is a change agent, this chapter begins by considering the literature of planned change as applied to the process of instructional development. It is argued that instructional product evaluation must include both formative and summative evaluation of the change process as well as process evaluation. Process as the focus of evaluation is considered, and classical diffusion theory is presented as well as criticism of the theory. Characteristics of projects likely to be successful are listed together with the stages these projects go through. The roles of change agents and whether to use internal of external agents are discussed, and client contact with agents is outlined. Both evaluation questions for use by and/or with a change agent and a topical checklist intended to serve as a quick-reference guide to key factors important to the evaluation of planned change efforts are provided. (32 references) (Author/EW)