A review of the literature on systematic instructional design suggests that few empirically tested guidelines exist for testing and revising materials during the development stages. The revision process can broadly be based on one of two distinct strategies, internal review or developmental testing. Internal review strategies include referring once again to each of the components in the original design sequence and using additional guidelines or checklists beyond the ones provided in the original design model. Developmental testing involves testing materials and improving them on the basis of feedback from potential learners. Developmental testing-based revision strategies include: (1) indicating errors by noting nonverbal behavior of test subjects, using "frame errors," and reviewing posttest data; (2) determining the importance of errors, using criterion performance on a posttest; (3) localizing errors by asking students and by keying posttest items directly to instructional content; (4) determining causes of errors such as learner attributes, prerequisite problems, and/or defective teaching; (5) making changes by checking against original design algorithms; and (6) testing out the revision via student data, experts' opinions, and job performance analysis. Appendices include a bibliography and a summary table of the preceding developmental testing-based revision strategies. (LH)