The assessment of secondary school students' learning which results from experienced-based public school programs is associated with three types of problems: (1) psychological--educational practitioners may fear the evaluation process; (2) conceptual--including unclear requirements for student outcomes, lack of appropriate strategies for achieving these outcomes, unclear relationships between short- and long-term outcomes, and the need for a research framework in which to view the outcomes; and (3) operational--selection of variables, research design, and appropriate tests. Before evaluating an experiential learning program, it is useful to review the theoretical literature, previous studies, and previously reported test instruments. The evaluation design should consider planned and incidental learning; the relationship between short- and long-term objectives; the relationship between learning processes, program delivery, and outcomes; and the variety of settings in which learning occurs. Naturalistic evaluation approaches are recommended; the evaluation should report outcomes by participant characteristics and should include supplemental case studies. Recent developments of interest include dissemination about effective programs, research on and evaluation of experiential learning, and new assessment techniques. (GDC)