This monograph describes a model for curriculum evaluation and reports data obtained from the application of this model to the assessment of Science - A Process Approach. Section 1 presents the assumptions underlying the theoretical framework upon which the model has been constructed. This is followed by a description of the translation of the model into operational practice. Included are descriptions of the development of the instrumentation and the fundamental role of behavioral objectives in the development of curriculum scope and sequence. The evaluation instruments constructed include immediate assessment measures and longitudinal assessment measures. Section 2 provides evaluation results for the 1964-1965 field tryouts. Reported are (1) the location of the experimental centers, (2) class and school sizes, (3) pupil mobilities, (4) the data and analysis of data, and (5) a summarization of the teacher feedback forms. Section 3 provides evaluation results for the 1965-1966 field tryouts and contains (1) a report on the competency measure results analyzed for three different socio-economic groups, and (2) an analysis of the time data reported on teacher feedback forms. Appendixed are selected instruments and forms. (DS)