Curriculum development and evaluation activities are inextricably inter­woven. Evaluation gathers and systematically orders evidence so that teachers and other curriculum workers may make decisions about the state of the learner, about organising and teaching subject matter, and about learning-outcomes. Thus the structure, form, and organisation for evaluation of the curriculum are most usefully described not as separate, distinct entities removed from curricu­lum activities, but as the way by which the persons (in particular teachers), materials and machinery are brought together for certain purposes. And all these purposes may be realised through enabling schools to become directly in tune with the world as it is.