One practical consideration in the implementation of individualized instruction is the development of a record keeping system. It should reflect the characteristics of the instructional system it serves by (1) tracking the progress of the learner through stated objectives; (2) providing diagnostic data of proficiencies and deficiencies; (3) preserving a record of learning activity selection processes; and (4) storing evaluations of instructional effectiveness. A basic record keeping system focuses on the first two requirements and should reveal the expected outcomes of an instruction and the actual results of the instruction. A system of record keeping for program objectives may be developed relating goals to the objectives supporting them, or to learning materials, or to learning tasks. Appropriate evaluation forms should be reflective of the system chosen for recording objectives. More comprehensive systems of record keeping focus on data gathering, storage, and interpretation as means for promoting confident change in the instructional sequence. They should record information on degrees of understanding, ability, and learner preference in relation to the activities involved. An additional benefit of comprehensive record keeping may result by developing learner-kept records, enabling the learner to develop a sense of self-development and progress. No standard record keeping systems exist applicable to all individualized instruction settings; therefore, the "goodness" of a system is contextual: does it validate its worth in relation to the demands of the system? (MB)