The Formative Evaluation and Heuristic Research (FEHR) Practicum, a computer-simulated educational research and evaluation experience, was assessed as a means of improving participants' knowledge and skill in traditional research. Trainee activities include the preparation of preliminary surveys, evaluation proposals, budgets, computer commands, and final reports. It was hypothesized that achievement in a two-semester graduate-level course in research design and data analysis would improve in direct relation to the amount of exposure to FEHR. During the first semester the effects of FEHR on final exam scores and on perceived research competence and interest in research were assessed; the Self Assessment of Research and Evaluation Skills was used to measure attitudes toward research. The second-semester evaluation examined the effects of differing amounts of exposure to FEHR on the development of applied research skills; that is, students' FEHR project reports were rated on a five-part criterion-referenced scale. Evaluation data from both semesters supported the hypothesis that increased FEHR exposure would produce a monotonic increase in achievement in basic statistics and research design and in the applied skills represented by the final report. The attitudinal measures provide less consistent support for the hypothesized monotonic trend. The FEHR-Practicum Rating Sheet (used in this study to rate proposals and final reports) is appended. (Author/CP)