An organizational structure which permits the identification of the variables affecting an educational program is presented. It is designed to solve the problem of clearly and systematically developing and writing behavioral objectives which can be evaluated with validity and reliability. Three types of variables--behavioral, instructional, and institutional--are isolated. Sixteen terms are used to describe cognitive, affective, and psychomotor levels of behavior. These terms are used to write up behavioral objectives which can be measured by various techniques. These behavioral objectives must be critiqued and stated clearly. Two added elements--time and proficiency level--may then be considered. The level of specificity desired and type of performance objective complete the list of necessary elements of a behavioral objective. (JK/JY)