Apprehension about evaluating the use of computers in schools can be attributed to a variety of reasons, including the claim that evaluation discourages innovation and discovery. Powerful reasons, however, make evaluation at both regional and national levels desirable. By conceiving of evaluation as a formative, on-going process rather than as a summative process, it becomes possible to identify problems in a project from the start, allowing developers to take corrective action. Additionally, formative evaluation can provide generalizable data which may facilitate the implementation of similar projects elsewhere, thus reducing waste of time and money, an important consideration given the public's demand for accountability in education. Formative evaluation contributes to the validation process by making possible the establishment of a broader base of information which can be utilized to more reliably chart change and growth in programs. In fact, it can be a positive, helpful activity rather than a negative, judgmental activity if provision is made for effective communication about the goals of evaluation with staff members; the process is open to the emergence of unanticipated questions and to the discussion of program shortcomings; an external evaluator is employed; a system of regular reporting to program staff is included; and system goals for the use of computers are periodically clarified with program staff. Evaluations incorporating these guidelines are unlikely to stifle the energy and enthusiasm that are so critical in the innovation process. (GL)