Assessment and evaluation have been an integral part of any learning model. Testing in education is part of the process of acquiring, processing, and interpreting information that may be used in making an evaluation of the ends, means and conditions of education. All teachers of science carry out testing programmes of some kind; this study hopes to extend the view of testing and evaluation beyond that of the quick 10-minute quiz, or achievement test set at the end of a course to evaluate pupils' knowledge of the course. The major emphasis lies in curriculum evaluation, an area which has been neglected for too many years in science teaching in NSW. Curriculum evaluation is beginning to share equal importance with pupil evaluation as greater responsibility is given to the classroom teacher in choosing courses and materials. The first part of this study is a review of the origins of the 2 Unit A Science Course in NSW and an analysis of its congruence with the aims of secondary education. The development of evaluation is then discussed in terms of preparative, formative and summative evaluation and the potential roles each of these might play. Chapter II gives the details of the setting of the pilot evaluation, in terms of procedure followed, hypotheses and results from tests and questionnaires.