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Mackay is, as usual, the consummate pragmatist. Moreover, his paper "Program Evaluation and Quality Control" is a comprehensive discussion of the more crucial aspects of second language program evaluation. How does one respond to comprehensive pragmatism? The tack I am compelled to take is to respond to this well-founded pragmatism with a dash of idealism. In doing so I intend to reinterpret several points Mackay has already established. I also wish to argue (perhaps over-idealistically) that evaluations of second language programs can have more beneficial, illuminating and progressive effects than are usually acknowledged (or realized). My idealistic stance is that the evaluation of educational programs is, at best, an educational task with profound potential for the improvement of pedagogical practice. This is not a novel position: it has been advanced recently by many well-established evaluators (Marshall and Peters 1985; Weiss 1983;' Cronbach 1982; and Wise 1980). The value of this perspective is that evaluators are considered to perform more than just the business of a "service" function, supplying relevant information to those who pay for it. Evaluators who educate help people to learn, to develop themselves, and to refine their abilities to do their work more effectively.

Educating Through Educational Evaluation: An Idealistic Response to Ronald MacKay's "Program Evaluation and Quality Control".