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What Alderson and Beretta have done with this book is to bring together and to print information that has been dispersed in the “oral tradition” of second language education evaluation for some time now. If that were all it did; it would be enough to justify the authors’ and editors’ efforts. However; they have gone beyond a simple recounting by focussing on theoretical and methodological questions and by suggesting a set of guidelines that can be expected to become a significant contribution to the field. They have also made it uncomfortably clear that virtually all second language program evaluations have been failures precisely because they have neither paid sufficient attention to theory and methodology nor learned from others’ experiences.
