Self-formative evaluation is a unique form of formative evaluation which refers to the involvement of both the producer and the users in the evaluation of newly developed instructional materials; it does not indicate evaluation of themselves. This examination of the feasibility of employing this evaluation technique during the process of developing instructional games addresses two clusters of questions: (1) whether the users or developers of instructional games are willing to be involved in evaluation activities, and whether they have the necessary competence to carry out such a task; and (2) whether a short training workshop is effective in imparting self-formative evaluation techniques to the users and developers of instructional games. A questionnaire, which was completed by participants in a workshop designed to train teachers to carry out self-formative evaluation of instructional games, examined both their attitudes and their ability to perform certain actions. The data collected and analyzed suggest that teachers are knowledgeable of the learner and learning task characteristics, but know little about games. A short workshop improved their evaluation competencies as well as their self-confidence for participating in the process of producing instructional games. The study concludes with recommendations and a discussion of the innovative aspects of the study. Abstracts in both English and French and 47 references are included. (Author/RP)