Leaders in the field of enrichment programs for young children and their families often have difficulty when considering the nature and utility of evaluations of such programs. Decisions as to how much evaluation to do, how to choose instruments, and how to train testers, observers, and interviewers become crucial for establishing not only the technical dimensions of evaluation but also the value of the resulting evaluation. Choice of assessment measures or procedures often depends on: (1) the program's need for formative evaluations; (2) the philosophy or theoretical orientation of the program; (3) the amount of financial support available for evaluation; and (4) the degree of data collection obtrusiveness permitted by staff. Some evaluations focus on detailing the quality of a program, while others focus on the children's learning environment or the children themselves. Timing is a crucial factor in evaluations, and long-term impact and family variables can also be included in program evaluations. Specific assessments should be used that relate to the purposes of the program and the specific intervention carried out. Overall, flexibility and creativity in choice of assessments can enrich the lives of children and help program staff and parents accommodate their needs. (Contains 19 references.) (MDM)