This article on evaluation perspectives and procedures is divided into six sections. The first section briefly discusses qualitative and quantitative research and evaluation. In the second section there is an exploration of the utility and validity of a checklist that can be used to evaluate products, as an instrument for evaluating producers, for weighting evaluation proposals and production proposals, and as an instrument for evaluating evaluators of products, producers, and so forth since it is asserted that competent evaluation must cover each of these points. The third section discusses prospects and problems in goal-free evaluation (GFE) which the author sees as the evaluation of actual effects against (typically) a profile of demonstrated needs in this region of education. The following section contains comments by Stufflebeam, Alkin, Popham, and Kneller, with replies by the author. In the fifth section, procedures are outlined representing a set of causal inference patterns of which modus operandi (MO) analysis is probably the most distinctive. Full conversion of the MO method into quantitative techniques may or may not be possible, but some suggestions as to procedure are listed. In section six, cost analysis in evaluation and the doctrine of cost-free evaluation are discussed in an effort to lay the ground for others to provide answers. (RC)