This bibliographic essay discusses evaluation instruments that could be used to evaluate the K-12 social studies program in Alberta, Canada. The author points out the difficulty of evaluating the Alberta social studies program because its objectives are ill defined and it relies heavily on values and the inclusion of the affective domain. While there are three intellectual traditions that have made their presence felt in social studies education--the liberal arts tradition, the life adjustment tradition, and the citizenship education tradition--the Alberta social studies program clearly defines itself as a citizenship education program. In assessing student achievement in social studies, three areas should be assessed: knowledge (facts, concepts, and generalizations); skills (research, interpretive, critical thinking, and democratic participation); and attitudes and values. The last half of the paper describes particular tests that can be used. For example, Jamestown Publishers publishes tests that attempt to test comprehension skills at levels from upper elementary school through high school. The "Mental Measurement Yearbooks" (Buros, 1953; Buros, 1959; and Buros, 1965) are filled with reviews of social studies tests that measure cognitive tasks. Sample test instruments are included in the appendices. (RM)