The validity of statements by various "national curriculum projects" concerning the availability of research evidence to support their claims for the attainment of their objectives is questioned. Evaluation procedures employed by these various curriculum development groups are criticized for lack of empirical data. Obtaining such data is seen as the purpose of applied research in curriculum projects. Applied research differs from basic research in that it is oriented to a specific curriculum, rather than to variables common to many curricula. Two components of applied research are "formative evaluation" and "summative evaluation," the former concerned with questions concerning the product while being developed and the latter concerned with the final product. The success and limitations of both formative and summative evaluation techniques used by Harvard Project Physics (HPP) is described. In process is a book for the professional researcher describing in detail HPP procedure and the results of both formative and summative evaluation studies. (BC)