In this paper I use the term “curriculum”, drawing on McCutcheon (1982) and Cherryholmes (1988), as what students have an opportunity to learn, which refers to “the substance” of the opportunities, and to the “rules and procedures by which those opportunities are provided” (Cherryholmes 1988, p. 133). The link I draw between curriculum theory and evaluation research is between this definition of curriculum from Cherryholmes and James Paul Gee’s (2003) understanding of assessment which has what the students have an "opportunity to learn" as its key notion. Thus, the aim with the paper is to examine the relations between curriculum content in a time of globalization on the one hand and evaluation and assessment on the other. In the paper I introduce the concept of literacy as a way to relate to globalization and diversity across curriculum subjects and curriculum content. With reference to Kalantzis & Cope (2000), different forms of education are defined by the way they handle diversity and their argument emanate from four basic forms of modern education: exclusion; assimilation; multiculturalism and pluralism. If assessment in literacy shall be considered as democratic in a way that ties it with equity and social justice, it is not enough to think of assessment as including a broad range of representations of texts, even if this is an important part. From the notion of “opportunity to learn”, assessment is discussed in relation to Gee:s six principles which he argues is developed to apply to assessment of all content areas.