This report summarizes an investigation to determine whether the outcome of examinations can be used as an aid to a continuous process of curriculum development, using the Nuffield A-level Chemistry Course and its system of assessment as a sample system. A description of the course and examination is followed by an explanation of how the data were collected and used to examine the relationship between question classification and student performance. Also included are analyses of the performance of various sub-groups of Nuffield chemistry candidates and teachers' and students' perceptions of some aspects of the course and examination. Curriculum evaluation and development are discussed as continuing processes. Also discussed are the kinds of evaluation that should prompt curriculum change. Appendices include questionnaires administered to teachers and students, sample examination questions, and notes on teacher assessment of student work. (MLH)