An historical background on curriculum evaluation including terms as they were introduced is presented. The historical approach provides a sense of continuity and direction, and historical perspectives offer necessary references for future curriculum study. Curriculum evaluation at the turn of this century emphasized the testing and measurement methodology as a kind of product control. Between 1930-1960, curriculum evaluation included a variety of evidence on student performance and program effectiveness. In the 1960s, the terms formative and summative were related to the evaluation process. By the early 1970s, researchers in the field emphasized the lack of balance between theoretical and empirical papers on curriculum evaluation, which led to determining curricular conditions that affect the nature of evaluation and its limits. The idea of illuminative evaluation was introduced in the late 1970s. At this time, the trend in curriculum evaluation moved away from a formal model or recipe. This trend coincided with the accountability movement of the 1970s when society assigned increased responsibilities and resources to education. The importance of the ongoing process of critical review and revision was stressed in this period. In the 1980s, the search is for a qualitative analysis. One best system for doing curriculum development and evaluation has not proven to be a fruitful goal. Contains 18 references. (SM)