How do we estimate personal growth? What do experiential education programs accomplish? Personal growth (affective domain) often is fostered through experiential education programs, but it is difficult to measure the relationship between the two. One manner of measurement is the observation of external actions by a student that demonstrate what personal, internal growth is taking place. This observation can yield an accurate, sensitive estimate of personal growth. It requires, however, clear definition of program goals and student observable behavior. This paper explores this manner of measurement by discussing the necessity for objectives, describing the affective domain, and discussing the utilization of behavioral indicators to make affective objectives workable. Six program descriptions are included as examples of the combination of affective measurable objectives with the field of experiential education. Illustrating what is possible and being developed in the field of experiential education, the examples include the necessary behavioral indicators, which guide the teacher-observer in the recognizing and categorizing student change. The programs cover: involvement in the local community; living within a new community environment; outdoor activities for spring, summer, fall, and winter; and outdoor pursuits for mentally retarded and for "disaffected" students. (Author/NQ)