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A case is made for using the technique of evaluability assessment to introduce students to the field of evaluation. Procedures for directing, instructing, and supervising evaluability assessments in the classroom setting are described, along with techniques for adapting the method to the students' level of training, mix of experiences, and duration of the class. Evaluability assessment is a useful exercise that assists students in applying their research skills to real program needs. Twenty local evaluability assessments, course evaluations, and subsequent contact indicate that this approach is beneficial for student professional development and is a useful service for program stakeholders.