This investigation was conducted to determine the validity of the use of Computer Assisted Instruction (CAI) as a tool in formative curriculum evaluation. The instructional materials were selected from 1968 grade seven materials produced by the Intermediate Science Curriculum Study (ISCS). The comparison of student performance within these instructional materials was made between CAI (20) and non-CAI students. The non-CAI student sample consisted of 40 students from several schools using ISCS materials. A test battery which included the California Test of Mental Maturity (CTMM) and the Metropolitan Achievement Test - Reading (MAT) was given to all subjects. In addition, the Lincoln-Oseretsky Test of Motor Proficiency was given to CAI students. The questions within the ISCS instructional sequence were classified into eight process categories. The number of correct responses to the questions within each of the categories was considered to be a measure of student performance. Student performance in each of the categories was correlated with logical reasoning, reading and general ability measures. The change in correlations between the first half and second half of the instructional sequence was not significant in 22 of the 24 cases. The results of the study indicate that CAI and non-CAI student performance was similar with the ISCS materials. (Author/PS)