Three examples of performance goals written in the affective domain and two rating scales designed to help teachers use them. (Editor)

Author deals with the question of whether or not we should specify behavioral objectives for students, and judge achievement and competence in terms of some specified scheme. He stresses the point that educators should know what they are doing in the educational system even if they don't know why. (Author/RK)

This cursory outline of the Human Development Program has been given as one example of Affective Curricula available for classroom use. While it is not within the scope of this paper to describe fully the mechanics of the Program, some mention is made of selection and preparation procedures. (Author)

This article presents a rationale for centering formal academic training in the affective domain. (Editors)

Described is the beginning course for freshmen students in a college of education. (BY)

Author's concept of accountability goes beyond popular method of relating money to output. Accountability should have a frame of reference as to what happens to students. Directions for science teachers are given to develop measurable output based on this notion of accountability. (PS)

Attempts to resolve the issue of whether or not educational objectives should be framed exclusively, or even in behavioral terms. As well, the question, whether or not education itself should be goal oriented, is treated. (Author/RK)

Discusses goal-setting in community college administration. (PG)

Accountability based solely on behavioral objectives accomplished in classrooms is immoral and incomplete. Individual needs, interests and experiences are ignored in attempts to formulate behavioral objectives for the class as a whole. Humanistic aspects which determine the course of an individual's behavior are largely unmeasurable by the usual…

Most objectives should be behavioral, but stresses a need in devising sophisticated measurement tactics to assess current unmeasurable outcomes in educational instruction. (Author/ML)

The author, with the aid of an instrument constructed within the theoretical context of Krathwohl's Affective Domain Taxonomy, found that scientific curiosity is not undergoing any substantial development in today's secondary schools. (Author/CP)