This paper attempts to provide a model that allows for individual evaluators to frame specific evaluation items based on a common set of beliefs (a philosophy) regarding the secondary school program for marketing and distributive education. It describes Popham's procedure for the development of domain specifications that frame the philosophical statement which are basic to making the determination about the merit of individual programs. Hambleton's adaptation of Popham's procedure is then outlined which suggests division of a domain specification into four parts: (1) skill (objective), (2) sample test item and directions, (3) content domain specifying objective content or providing rules for generating or delineating content, and (4) characteristics of answer choices and scoring which provide attributes of correct answers. The modified notions and procedures of Hambleton and Popham used to develop a methodology for evaluating the marketing and distributive education curriculum are then outlined. Four illustrations of domain specifications for evaluation are provided. Each follows this format: philosophical statement (skill), standard (test/evaluation item), content domain, and characteristics of answer choice/scoring. (YLB)