Part of a forum on a Federal offices' search for a strategy to gain better evaluation utilization, this paper discusses the strategy's conception. Three categories of educational evaluations, defined by social and structural characteristics of the program environment, are identified: (1) trial evaluations, whose funding is not guaranteed beyond the test period; (2) ongoing program evaluation, which has an audience whose interests in the outcomes may conflict and; (3) continuing evaluation at the school district level. The focus is a paper by Stephen Weiner entitled; "Pathology in Institutional Structures for Evaluation and a Possible Cure." The major idea posited herein is that an evaluator's potential usefulness and ability to take issue with the aims of evaluation is constrained by organizational, political, and social factors and norms of legitimate evaluator behavior. Weiner's alternative strategy, subsequently utilized by the National Institute of Education in two evaluations, is presented. Based upon an analysis of weaknesses within the structure for government funded evaluations of social programs, the strategy substitutes formative evaluations (commissioned locally by individual programs and responsive to local stakeholder groups or those having vested interests in the outcomes) for the conventional third party evaluation structure. (AEF)