Evaluation of foreign languages in the elementary school (FLES) programs is needed to provide feedback (descriptive data about a school's offerings) and accountability (program accomplishments). Thorough program evaluation verifies both a district's thoughtful, written philosophy of foreign language education and local goals. Some FLES program evaluation instruments have already been developed. If schools decide to create their own instruments, they need to first provide for both formative and summative assessment, then consider these issues in evaluation design: focus of the evaluation; evaluation model; information collection; data analysis and interpretation; data management; and evaluation of the instrument itself. Evaluators must inform educators that it will produce descriptive program information and documentation, to minimize intimidation, and data collection should be as streamlined as possible. Each district must determine the most appropriate way to analyze and interpret its program evaluation data. A FLES teacher or supervisor should coordinate the effort, and the instrument should be reviewed annually to learn if it is reporting and measuring what is intended. Results should be made known first among teachers, curricular and program improvement should be encouraged, and outcomes should be disseminated to the community. A brief bibliography is included. (MSE)