This paper makes a distinction between the formative evaluation that can be carried out in the early stages of the development of educational television programs, i.e., from the emergence of the idea through the development of a script, and those that have to be executed in the later stages of development, i.e., during the production process. The nature of these phases of development is explained, and the evaluation activities that could be integrated with them are suggested as well as who should carry out the evaluations. Cognitive, affective, medium, content, design, and aesthetic criteria that can be used in this evaluation process are listed, and it is argued that the earlier the evaluation takes place, the more effective and feasible it is. A 63-item list of references is provided. (MES)