It is the thesis of this paper that much of the present concern over course evaluation has come about because evaluation has become synonymous with the use of a single questionnaire instead of the broader process of evaluating the course as an educational program. An attempt is made to redefine course evaluation in light of recent work on educational evaluation, and suggest a model for a course evaluation system. First, terms are defined and the aspects of a course which should be evaluated are delineated. This "ideal" is compared to existing course evaluations and the need for new emphases are explained. A systems design is then presented. Evaluation is defined "as a process of examining certain objects and events in the light of specified value standards for the purpose of making adaptive decisions." Current course evaluation questionnaires do not specifically relate to specific goals and standards for a particular course. A model evaluation system begins with a specific definition of the purpose of the course evaluation by all those who will use the information and judgments made public from it. An assessment of whether real and significant changes will be possible if evaluation is conducted must be guessed. Next, the various subgroups served by the course are identified. The intended goals of the course are specified and an initial list of intended inputs, processes, and outputs for a course is drawn up. Observation methods, tests, checklists, simple frequency counts, and other measures which can be pre-designed are constructed. Findings, data, and evaluative judgments are written up in report form and a mini-experiment can be run by taking evaluation reports to decision-makers and discussing results with them. (Author/CK)