The multi-faceted assessment of the teaching of religious history in the elementary and secondary schools of Indiana developed from a need for the assessment, a concept and procedure for the assessment, and the applications to educational practice. Textbooks have neglected religious history, and a national movement exists to improve the curricular status of religion. Documentation of the status of religion in elementary and secondary school history and social studies courses needs to be done in Indiana. In conceptualizing the proposed assessment, four types of questions signify the major categories: (1) questions about the extent and quality of coverage of religious history in textbooks; (2) questions regarding the place of religious history in the published frameworks and guides for the curricula of elementary and secondary schools; (3) questions pertaining to the place of religious history in the education and certification of teachers; and (4) questions dealing with the attitudes and practices of key persons about the place of religious history in the school curriculum. A procedure for developing the assessment and final report derives from the four types of questions. The possibility exists for the assessment to increase public interest in the subject, arouse public interest groups to exert pressure for curricular reform, and provide a baseline for curriculum improvement. (CK)