A study was made to monitor achievement of individually paced instruction. The project concentrated on designing testing procedures in group paced instructional programs to provide information to student, teachers, parents and administrators which could be used in both a formative and summative evaluation. The three objectives of the project were: (1) to adapt the Comprehensive Achievement Monitoring (CAM) design for an individually paced program of instruction that contains a series of units through which students progress in sequence; (2) explore the applicability of computer-assisted instruction evaluation technique to criterion referenced testing (CRT) for individually paced instruction; and (3) to field test the adopted CAM design in a high school earth science course. The results showed quite strongly that the students whose learning activities were controlled the most showed the greatest gains in achievement levels. Gains were measured by the CAM tests and by standardized tests given at the beginning and end of the course. The results show this population of students are not able to work independently with CRT data and direct their own study activities. This finding confirms less formal studies completed in previous years. (WCM)