A literature search of the ERIC system was conducted with regard to papers focused on evaluation models in science education. The purposes were to identify models, their common and unique features, and to examine the guidance they could provide for evaluating science education programs. The search yielded a small number of entries pertinent to the areas of interest which were subsequently classified into three categories--micro (formative through the completion and summative evaluation of programs and products) and macro (contextual) levels and the interface between them. The categories were discussed along with some of the more general evaluation literature dealing with evaluation models. Conclusions were then drawn about why only a limited literature base existed, general models versus a more "situation" imbedded approach to understanding evaluation, the value of model type thinking, and implications for the future needs of evaluation in science education. (Author)