THE EVALUATION OF AN EDUCATIONAL PROGRAM TYPICALLY IMPLIES MEASUREMENT. MEASUREMENT, IN TURN, IMPLIES TESTING IN ONE FORM OR ANOTHER. IN ORDER TO CARRY OUT THE TESTING NECESSARY FOR THE EVALUATION OF AN EDUCATIONAL PROGRAM, RESEARCHERS OFTEN DEVELOP A COMPLETE TESTING SUB-PROGRAM. THE EVALUATION OF THE TOTAL PROJECT MAY DEPEND UPON THE TESTING SUB-PROGRAM. IF THE TESTING PROGRAM IS SOMETHING LESS THAN ADEQUATE, THE EVALUATION OF THE TOTAL PROJECT MAY BE SUSPECT. RESEARCHERS SHOULD PAY AS MUCH ATTENTION TO THE EVALUATION OF A TESTING SUB-PROGRAM AS THEY DO TO THE EVALUATION OF THE TOTAL PROJECT. THE PROPOSED MODEL FOR EVALUATING A TESTING SUB-PROGRAM INCLUDES THE FOLLOWING STEPS WHICH WERE ADAPTED FROM A GENERAL EVALUATION MODEL BY C. M. LINDVALL--(1) DEFINE THE UNIQUE OBJECTIVES OF THE TESTING PROGRAM, (2) DEFINE THE TESTING PROGRAM WITH REGARD TO PERSONNEL AND FACILITIES, PLANNED AND ACTUAL FUNCTIONS AND PRODUCTS, (3) PLAN AND CARRY OUT EVALUATION OF THE TESTING PROGRAM CONCURRENT AND CONSISTENT WITH THE TOTAL PROGRAM EVALUATION. THIS WOULD INCLUDE OBJECTIVELY ASSESSING THE ACHIEVEMENT OF THE TESTING PROGRAM OBJECTIVES AND OBSERVING ANY UNPLANNED RESULTS OF THE TESTING PROGRAM, AND (4) ATTACH A VALUATION TO THE TESTING PROGRAM TO ANSWER THE QUESTION, "CAN AN EVALUATION OF THE TOTAL PROJECT BASED UPON THIS TESTING PROGRAM BE CONSIDERED SOUND." THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION, CHICAGO, ILL., FEBRUARY 9, 1968. (AUTHOR)