The purpose of this monograph is to stimulate reflective inquiry by educators into their work as policy makers, program designers, and evaluators of inservice education programs. Its context is a series of case studies of evaluations performed in Denmark, Sweden, the United Kingdom, and the United States. Four essays are presented. The first conveyed, on practical grounds, the notion that reflecting upon previous experience in evaluating inservice education is valuable. Future performance will depend upon the extent of understanding of previous work. In the second essay, the point is made that, if experience in evaluation is to become valuable to future performance, sound evaluation principles must be established. The third essay related in some detail those issues that the writers of the case studies felt were major problems in performing their evaluation studies. The final essay suggested that reflectivity is not only a preliminary activity leading to evaluation, but may be essential during the entire evaluation process. (JD)