A two-year study designed to evaluate an elementary language arts program in the Grande Prairie School District (Edmonton, Alberta) through an assessment of student achievement was conducted from 1983 to 1985. This final report describes all facets of the study and presents the researchers' findings and conclusions. Following a preface, the report discusses the background and rationale and the research clusters and problems. The major portion of the report provides the design and findings of the study for grades one through six in the following areas: (1) the development and validation of listening achievement tests, (2) the relative value of holistic and analytic techniques for scoring written compositions, (3) teachers' evaluations of product-oriented versus process-oriented program assessments, (4) teachers' perceptions of process/product and holistic/analytic evaluation, and (5) the relationship between parents' perceptions of student achievement and product measures of actual achievement. A research summary follows the research cluster descriptions, and the final section of the report presents some conclusions and recommendations based on the results. Approximately half of the document consists of teacher marking packets for written composition evaluation in grades three and four/five; these include scoring descriptors, reporting categories, instructions, and copies of student work. (JG)