Evaluation techniques were designed to improve learner performance through use of pre-specified popular instructional objectives. Current curriculum planning and evaluation practices are examined. Two common evaluation malpractices are: (1) the tendency to treat the content of the program as the most important criterion for evaluation, (2) the evaluation of desired learner behaviors that occur under certain classroom conditions, but do not represent actual behavior changes. Two steps to aid in the development of desired learner capabilities are: (1) To list those capabilities that the learner should acquire from the course; and (2) To attempt to develop these learner capabilities through appropriate instructional experiences. The use of a standard classification system for specifying intended educational outcomes and classifying student behaviors is a procedure that has gained considerable acceptance. One such system is the Bloom Taxonomy, which classifies educational objectives "related to mental acts or thinking" into six categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. Another system is a Behavioral Classification System published by the American Association for the Advancement of Science. Instructional objectives are important for two purposes: planning instruction and assessing its effects. Two types of evaluation are formative and summative. The former evaluates programs still under development and the latter completed programs. A need exists for further study of evaluation procedures. (CK)