An approach to integrating formative evaluation into externally-mandated program reviews in higher education is suggested. Externally-mandated reviews are generally concerned with the summative evaluation of academic programs. The first step is to classify the mandated program review criteria using a two-dimensional model. This model is based on a cross-classification of the two major dimensions of program sequence and program participants. The model can be used to examine externally-mandated program review criteria in order to determine aspects of a college program that are not currently being assessed. The next step is to develop criteria that can be used to enhance the utility of the mandated evaluation for formative purposes. Through the detailed assessment of program review criteria and the interrelations between these criteria, a view of statewide and institutional priorities can be developed. Data from a medium-sized urban university are used as illustration. One of the consequences of using this model in the case study is the identification of the great emphasis placed by the governing board on student/output criteria and administrator/output criteria, while two other possible program review criteria areas (student/process and faculty/process) are not assessed. (Author/SW)