A YEAR COURSE IN NINTH-GRADE SCIENCE WAS IMPROVED BY THE EVALUATION OF EACH LESSON USING A LEARNING PROFILE STUDENT RATING TECHNIQUE.THE PURPOSES OF THE STUDY WERE TO MAXIMIZE EFFICIENCY OF SCIENCE INSTRUCTION, TO MEASURE IMPROVEMENTS, TO TEST EFFECTIVENESS OF NEW MATERIALS, TO SUGGEST WAYS OF IMPROVING INSTRUCTION, TO EVALUATE ACTIVITIES ON A MINUTE-BY-MUNUTE BASIS, AND TO REFINE EVALUATION TECHNIQUES. A CONTROL CLASS WAS TAUGHT 18 CLASSROOM ACTIVITIES BY TRADITIONAL METHODS. EACH STUDENT RECORDED ON A FIVE-POINT SCALE THE DEGREE TO WHICH HE BELIEVED HE WAS LEARNING. THE LEARNING RESPONSES OF THE STUDENTS WERE PLOTTED IN GRAPHIC FORM. EDUCATIONAL COMMUNICATION EXPERTS EVALUATED THE LEARNING PROFILES AND SUGGESTED NEW MATERIALS AND METHODS. THESE WERE THEN USED IN THE EXPERIMENTAL GROUP. THE LEARNING PROFILE METHOD USED FOR EVALUATION BY THE EXPERIMENTAL GROUP WAS SIMILAR TO THAT USED BY THE CONTROL GROUP. STUDENTS MADE RATINGS, RATINGS WERE RECORDED, PICTURES WERE TAKEN OF CLASSROOM ACTIVITIES, A TAPE RECORDING WAS MADE, AND THE MATERIAL WAS PUT IN GRAPHIC FORM. BOTH EXPERIMENTAL AND CONTROL GROUPS WERE TESTED AFTER EACH UNIT THE TEST WAS COMPOSED OF VERBAL AND VISUAL ITEMS. AN ATLAS OF LEARNING PROFILES WAS PREPARED WHICH CONTAINED THE LEVEL OF LEARNING DURING EACH MINUTE OF THE COURSE, SUBJECT MATTER BEING TAUGHT, AND PHOTOGRAPHS OF CLASS ACTIVITIES. OVERALL LEARNING OF THE COURSE WAS INCREASED 4.8 PERCENT. THE LEARNING PROFILE TECHNIQUE WAS A PRACTICAL MEANS FOR ANALYZING INSTRUCTION AND WAS USABLE AT THE NINTH-GRADE LEVEL. CHARTS AND A BIBLIOGRAPHY WERE INCLUDED.