This paper describes an ongoing collaborative school evaluation program that involves a partnership of different stakeholders in southwestern England. Participants include student teachers, serving teachers, local authority representatives, and university teachers/researchers. The discussion demonstrates the ways in which school evaluation, based on a collaborative action research model, can be used as a strategy for policy articulation and change. The purpose of the program was to evaluate the implementation of the Devon Curriculum Development Project (DCDP) policy in schools; an outcome of the evaluations was the generation of a climate for change. Features of the collaborative action research process that facilitated the outcomes included teacher ownership of evaluations, a partnership with objective outsiders, and a focus on pupil perceptions. (22 references) (LMI)