This study was guided by two fundamental concerns: the problems of developing assessment procedures which are better suited to the more humanistic but less tangible goals of education in general, and the need for a clearer conceptualization of the objectives of open education programs. Two major components of this report are: 1) conceptual analysis of an "open" approach to pre-school and primary education; and 2) discussions of implications of this approach for questions of research and evaluation. Particular attention is given to identifying basic assumptions about children's learning, educational change, and the teacher's role. (Author/PR)