THE AUTHOR STATES THAT INFORMATION LOSS IN CURRICULUM EVALUATION IS RELATED TO THE ASSUMPTION THAT GROUP MEASURES AND AVERAGES OF INDIVIDUAL MEASURES ARE INTERCHANGEABLE IN YIELDING IDENTICAL INFORMATION. TYPES OF RELATIONSHIPS BETWEEN GROUP AND INDIVIDUAL MEASURES ARE LISTED. THE AUTHOR DISCUSSES ONE OF THESE TYPES OF RELATIONSHIPS, SPECIFICALLY, THE SITUATION IN WHICH THERE IS NO INDIVIDUAL MEASURE FROM WHICH THE GROUP MEASURE IS DERIVED, AND EXAMPLES OF THIS TYPE OF MEASURE. OF PRIMARY IMPORTANCE TO EVALUATION STUDIES IS THE EXTENT TO WHICH RESULTS WOULD BE ALTERED BY USING GROUP MEASURES INSTEAD OF, OR IN ADDITION TO, INDIVIDUAL MEASURES. SINCE VARIOUS MEASUREMENT CHOICES CAN RESULT IN DIFFERENT CONCLUSIONS AND RECOMMENDATIONS, CURRICULUM EVALUATION STUDIES SHOULD BE AUGMENTED TO INCLUDE BOTH INDIVIDUAL AND GROUP MEASURES OF VARIOUS TYPES. THESE VARIED APPROACHES WOULD YIELD DIFFERENT INFORMATION AND SHOULD PROVIDE A BETTER UNDERSTANDING OF THE COMPLEXITIES OF THE CLASSROOM SITUATION. THIS PAPER WAS PREPARED FOR THE SYMPOSIUM, "EVALUATION OF FEDERALLY FUNDED PROGRAMS IN OUR SCHOOLS," AT THE MEETING OF THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION (DALLAS, MARCH 23, 1967). (PS)