Evaluation of a course in global education must determine whether a student knows basic information about the world and whether he sees himself as an integral part of that world. The evaluator is concerned with the quality of curriculum, teaching methods and materials, and with the actual content the student has learned. Both cognitive and affective domains must be evaluated to ensure that the student knows and applies relevant facts. The first step is for the evaluator to set up a logical framework which defines the goals of the course and the methods of evaluation. Suggested methods include interviews, research projects, and objective and essay tests. Interest scales, semantic differential scales, and Likert scales, which determine student attitudes, are also recommended. Directions for the construction and use of a logical framework, testing models, and a glossary of terms relevant to education and testing are included in appendices. A bibliography provides sources on both evaluation and global studies. (KC)