The inappropriateness of standard experimental research design, which can stifle innovations, is discussed in connection with the problems of designing practical techniques for evaluating a Title III curriculum development project. The project, involving 12 school districts and 2,500 students, teaches concept understanding, critical thinking, and research skills through the medium of a world cultures course. Practical evaluation techniques, which rely heavily on subjective assessments by the project staff, teachers, school administrators, and students, were developed. Although in many instances it was necessary to modify standard research procedures, nonetheless product, process, and student evaluations are made and areas of needed revisions are revealed while the project is actually proceeding. The project objectives and survey forms are included. (Author/ES)