FIVE EXPERIMENTS WERE CONDUCTED TO DETERMINE METHODS OF USING CONVENTIONAL MEASUREMENT PROCEDURES WITH PROGRAMED INSTRUCTION. THE EXPERIMENTS FOCUSED ON THREE SUBJECT AREAS - CAPITALIZATION, PUNCTUATION, AND ARITHMETIC MANIPULATION OF COMMON FRACTIONS. PUPILS FROM THE FOURTH TO SIXTH GRADES OF THREE ELEMENTARY SCHOOL DISTRICTS COMPRISED THE SAMPLE. THE SAME GENERAL STRATEGY WAS EMPLOYED IN EACH SUBJECT AREA. BEHAVIORAL OBJECTIVES WERE SPECIFIED AND THEN THE INSTRUCTIONAL SEQUENCES WERE PREPARED TO BE CONSISTENT WITH THE SPECIFICATION. THE PROGRAMS AND THEIR MEASUREMENT DEVICES WERE INCLUDED IN THE PRELIMINARY EXPERIMENTS. THE FINDINGS PROVIDED A BASIS FOR PRECISE ANALYSIS, REFINED SEQUENCE, AND A SET OF MEASURES. A FINAL STUDY WAS CONDUCTED. THE RESULTS OF THE EXPERIMENTS INDICATED THAT FORMAL MEASUREMENT CAN FULFILL AN IMPORTANT ROLE IN PROGRAMED INSTRUCTION, BUT THAT CONTROL IS REQUIRED ON NON PSYCHOMETRIC AS WELL AS PSYCHOMETRIC VARIABLES. FURTHER RESEARCH ACTIVITY WAS SUGGESTED TO DIRECT IMMEDIATE ATTENTION TOWARD MAXIMIZING THE EXTERNAL VALIDITY OF THE RESULTS, AND THE DEVELOPMENT OF A SEQUENCE OF INSTRUCTIONAL CUES AND TEST ITEMS FOR A COMPUTER TYPE SYSTEM. (RS)