Jerome Bruner, a noted educational psychologist, proposed that a theory of instruction must consist of certain essential features. These features guide the effective design and implementation of educational practices. These features are:

1. Predisposition to Learn: This refers to the drives and motivations that an individual brings into the learning process. Understanding and fostering a student's natural curiosity and desire to learn is essential in effective instruction.
2. Structure of Knowledge: This involves organizing and arranging the information in a manner that is easily understandable and relatable for students. A well-structured body of knowledge helps learners make connections and integrate new information with what they already know.
3. Sequence of Instruction: It pertains to the order in which materials and subject matters are presented to facilitate comprehension and retention. This structured sequence aligns with the learners’ cognitive development stages, ensuring more thorough understanding.
4. Forms of Representation: Although not included in the provided options, this is another recognized feature according to Bruner. It details how content is represented and elucidated—through enactive (action-based), iconic (image-based), and symbolic (language-based) modes.

In examining the options provided in the question, we see that "Evaluation" is not considered one of the core features identified by Bruner in his theory of instruction. Instead, evaluation typically pertains to assessing students' understanding and progress post-instruction, rather than being a direct component of the instructional design itself.

Thus, the option "Evaluation" is NOT one of the features specified by Bruner in his theory of instruction.