A number of problems are identified and questions raised about the usefulness of conventional instruments of educational and psychological measurement in curriculum evaluation and research. Four purposes of curriculum evaluation data are identified: (1) advancement of science, (2) curriculum revision, (3) provision of data for the formulation of educational policy decisions, and (4) a method for the development and refinement of educational theory. Some of the limitations of existing methodologies that relate to these purposes are pointed out, and the use of naturalistic observational methods is seen as providing solutions to a few of these problems. The study is an effort to identify existing research and measurement problems which may contribute to the improvement of theory and practice in education. (Author/AE)