The effectiveness of instructional development evaluation programs is assessed. It is suggested that although it is a basic tenet in instructional development that teaching improvement is closely linked to effective evaluation, it is ironical that most instructional development programs have themselves been evaluated only superficially, if at all. There is very limited evidence that teaching practices and learning effectiveness have been substantially changed as a result of the instructional development. Evaluation strategies on three levels are discussed: (1) activity within the program, which can be monitored in terms of number of contacts made and distribution of instructional materials; (2) attitudes can be measured (teaching, learning, and program); and (3) the collection of empirical evidence for changes related to improved learning and teaching. In practice most evaluation of instructional development programs has been confined to the first two levels. A recent informal survey of instructional developers in several countries revealed that not only are evaluation efforts scarce, but many instructional developers are resistant to the very notion of formal assessment of their activities. The reasons for this, such as budgetary considerations, are explored. (Author/PHR)