The evaluation of teacher inservice education programs is discussed. Evaluation of an inservice program is aimed at answering questions about the program's effectiveness and providing a description of the impact the experience has on the participants. Curriculum evaluation should be concerned with four kinds of decisions: (1) planning; (2) programming (specification of the procedures, personnel, facilities, budget, and other resource requirements); (3) implementing; and (4) recycling. Overall, program evaluation is approached through formative evaluation and summative evaluation. Formative evaluation is the modification and improvement of a program through its development and implementation. Summative evaluation is an end-of-experience assessment of the relevant dimensions of the evaluation design. A follow-up evaluation can take different forms to give additional important information about a program. The key to a successful evaluation of inservice teacher education is having adequate resources and development of a system during initial planning for a workshop. A reference section lists several manuals and articles on workshop and institute evaluation. (SLD)