The process used for evaluating computer software before it reaches the market may not be reliable or appropriate for the end user. School boards often develop their own evaluation procedures for teachers, but they may also be too technical, too long, or irrelevant to the teacher's purposes, and they may be too general for the discipline area in which the software will be used. A form appropriate for use by second language teachers should specify: lesson type; level(s) for which the materials are suitable; main topic; vocabulary and structures treated; whether accents can be input; appropriateness of cultural references; suitability of sound and graphics; quality of student instructions; quality of teacher documentation; feedback to student; recordkeeping capabilities; and communicative uses suggested. The form should be brief and concise. In addition, teachers need to be trained in critical software evaluation that reflects targeted subject areas and teaching methodologies. A sample form is included here, with specific questions for the evaluator to ask about the materials and format. (Contains 11 references.) (MSE)