Criticism is not a negative appraisal but rather an educational process intended to enable individuals to recognize qualities and haracteristics that might otherwise have been unnoticed and appreciated. Criticism, to be complete, requires description, interpretation, and evaluation of that which is observed. "Critics are people who talk in special ways about what they encounter. In educational settings, criticism is the public side of connoisseurship’,(Eisner, 1975, p. 13). Program evaluation, then, becomes program criticism. The evaluator is the instrument, and the data collecting, analyzing, and judging are largely hidden within the evaluator’s mind, analogous to the evaluative processes of art criticism or wine tasting. As a consequence, the expertise-training, experience, and credentials-of the evaluator is crucial, because the validity of the evaluation depends on the evaluator's perception. Yet different judgments from different critics are tolerable, and even desirable, since the purpose of criticism is to expand erceptions, not to consolidate all judgments into a single definitive statement.