Training evaluation and student achievement measurement literature is reviewed with primary emphasis placed on studies reported in the last 10 years. Recent trends in training evaluation and student achievement measurement are presented. Factors relating to this topic, such as statistical methods, course development methods, training techniques, learning styles, motivation, and moderator variables are also included. Where new methods of training evaluation and student achievement measurement appear in the literature, detailed presentations are given. Among these procedures were cost-effectiveness or cost-benefit analysis, criterion-referenced testing, sequential testing, confidence testing, convergent and discriminant validity, and computer-assisted branched testing. Conclusions are that systematic approaches to evaluation and course development are receiving more and more attention. Most systems begin with a job analysis in order to derive a list of behaviorally-oriented job requirements from which training objectives can be formulated. The new techniques in evaluation and measurement have resulted from attempts to determine whether training objectives have been realized. (Author/JK)