Basic guidelines, evaluation techniques, and models are suggested for secondary and university teachers struggling with development education, an area of education that demands innovation and individual approaches. Evaluation can take two approaches: formative and summative. Summative testing observes overall results, tests teacher effectiveness, ascertains if students can and have grasped the overall subject, and compares curricula effectiveness. Formative evaluation, used during the teaching process, examines curriculum construction and adaptation, teaching, or learning, in order to improve any or all of them. A framework for the evaluation process involves: defining course goals; outlining the evaluation procedure and purpose of each project within that procedure; planning inputs and outputs; specifying evidence needed to verify output; and stating assumptions about students, methods, materials, and teachers made in choosing indicators and planning output. Within this framework, basic questions need to be answered: why were specific course objectives chosen?; what is to be learned?; who is involved in the procedure?; and how is the study being done? Types of written tests useful for evaluating global studies courses include object and essay questions, interest scales, semantic differential scales, and Likert scales. Student involvement through diaries and profiles can add perspective to the course evaluation. (NEC)