We report our preliminary efforts to evaluate a departmental project: the inclusion of computational methods across our undergraduate curriculum. Our overarching goal is for students to consider computational approaches as a "normal" way to solve physics problems, on par with analytical approaches. In this paper, we focus on our efforts to evaluate the development of our students' attitudes and self-efficacy with respect to key computational methods. We describe our efforts to develop and deploy a survey instrument students complete each semester. This allows us to study, e.g., the points in the curriculum at which students gain confidence with particular methods, or adopt more expert-like attitudes regarding computation in general. We investigated the reliability of our instrument using a split-half process and found the Spearman-Brown coefficients for unequal length were r = 0.818, r = 0.895, and r = 0.917 for the three constructs in our survey. We also provide preliminary data from the early use of the survey and outline next steps for the project.