Measurement problems pervade most data obtained on questionnaires. One important class of problems seems to reside in the nature of measurement, and may be identified through a study of a definition of measure­ment. For the purposes of this paper a useful definition has been stated by Caws [3, p.5].

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.