The concern of educators for adapting instruction to the needs of individual students is placing more and more demands upon those involved in curriculum and instructional design. The role of the teacher in such a system makes it mandatory that he be provided with well-defined outcomes to be achieved by the learner, information as to what learner characteristics are related to what kinds of learning, sufficient information about each learner in order to assess his abilities, and a well-defined set of alternatives from which to select the means of assisting a learner to attain the goals desired. This would seem to suggest that those responsible for providing the necessary tools and information to the teacher must begin by defining the objectives of the system, then analyzing the inputs in terms of learner characteristics, determining ways of measuring these factors, and defining and describing all the relevant conditions related to the system. In this way only will we be able to generate information to feed back into the system to assist in its improvement. (AUTHOR)