The Special Projects (Innovations) Program of the Australian Schools Commission receives less funding than other programs of the commission but has been received more enthusiastically, perhaps because it encourages and supports local initiatives. Given the small scale and local derivation of the projects funded under the program, evaluation presents several problems. Those not trained in evaluation are likely to resist it as too negative and to be discouraged from proposing projects. The expense of evaluation by trained evaluators may be disproportionate to the grants involved. Perhaps most important, evaluations tend to be seen by the funding agency as tools for accountability, although detailed accountability of this type may not be called for. Final reports on these small projects are rarely read--there are not enough funds for adequate dissemination of the information in the reports, yet the reports tend to be longer than is really necessary for fiscal accountability. Informal, formative evaluations helping the project achieve success may be more useful than the kinds of formal, summative evaluations now desired by the commission. Having evaluation experts train consultants already engaged in helping project directors may prove the most effective way to use the limited funding available for evaluation. (Author/PGD)