The assessment and evaluation processes that document the impact of technology on the student learning rarely receive the attention they deserve. By the time educators realize that they need evidence of success related to a project, the opportunity to collect baseline data is past and the evidence of success never clearly defined. Purposeful, effective evaluation processes must be attended through throughout the design and implementation of the project; from the establishment of evidence of success at the time of goal-setting, to the selection of instruments and collection of baseline data prior to implementation, to the summative data collection that is so crucial to documenting impact.