Learning and performance professionals are increasingly pressed to measure the results of their learning program design efforts, and ultimately prove their worth. However, evaluation efforts are often limited to measuring participant reaction. This study sought to quantify evaluation practices in organizations and investigate how the use of technology-delivered instruction compared to more frequent, or robust, evaluation practices. Findings indicate that reaction evaluation remains the most frequently occurring evaluation practice. Increased amounts of evaluation for purposes of measuring learning, application and return on investment were recorded, relative to earlier studies. Results suggest that more robust evaluation is occurring in organizations that employ greater amounts of technology-delivered instruction--especially mobile learning, relative to organizations with lower levels of the same. This study has implications for e-learning and mobile learning designers, as they pursue the use of metrics to inform their efforts and establish the worth of their practice.