Accountability in vocational education is discussed as consisting of two subsystems, one providing data about developing new programs and the other as providing data for answering questions about the quality of existing programs. The Minnesota model for product evaluation, the latter subsystem, is discussed. It is predicated on the theory that vocational programs serve a dual role--they provide society with a source of skilled workers where there is a demand for skilled workers (social maintenance) and they provide the individual with skills to progress in an occupation where his/her needs can be fulfilled. The Minnesota Satisfaction Questionnaire (to be completed by a student) and the Minnesota Satisfaction Scales (to be completed by the immediate supervisor) were chosen as measurement instruments for a pilot test of the model, and a study was conducted to determine the sensitivity and reliability of these scales before the pilot test. Ss were all the students who graduated from a post-secondary vocational program in one of nine curriculum clusters in Minnesota in 1968-69 and who were employed one year after graduation, a total of 1,229. Results were not positive, but evidence for rejection of the scales was not conclusive. Suggestions for further research are made. (KM)