Research has shown that individual motivation is a necessary component of adult learning, playing an important role in an individual's positive attitude towards knowledge seeking (Wlodkowski, 1985; Phares, 1991). Individuals who are motivated will be more likely to have a future interest in what they have learned and be more likely to use what they have learned, possibly becoming life-long learners (Wlodkowski, 1985). The rapidly changing economy demands life-long learners who can successfully upgrade their personal and professional skills. Formative evaluation can contribute to realizing this initiative through evaluation of learner motivation and delivering more effective and efficient curricula that meet learner needs.  In order to take into account the psychological and sociological complexities of motivational issues related to short-term classroom-based educational interventions, an Evaluation Design of Motivation and Achievement is proposed. Drawing upon measures of learner motivation and achievement in the form of self-report tests and performance assessment, this formative evaluation design provides guidelines for data collection, data analysis and as well suggests possible motivational strategies and techniques for implementation. By attempting to take into account the psychological and sociological complexities of motivational issues related to an educational intervention, it is argued that this evaluation design has the potential to bridge a gap in learner needs and designed curricula through an emphasis on the interdependent relationship between motivation and achievement in adult learning environments.