This text is designed to present the major concepts of performance-based instruction for use by teachers, supervisors, and administrators. Chapter 1 discusses student expectations of instruction, including such topics as "Let Me Start Where I Am,""Tell Me What to Expect," and "Give Me a Test, but Don't Threaten Me." Chapter 2 defines effective instruction as a triangle representing objectives, interactive instruction, and validation. It also deals with these principles of performance-based instruction: behavioral analysis, optimum instructional segments, planned pacing, active participation, knowledge of results, and self-correcting feedback. In chapter 3 a model for developing performance-based instruction is presented which consists of fifteen major activities divided into three phases--determine content, plan for instruction, and implement instruction. Chapter 4 discusses evaluation guidelines to determine whether instruction is performance-based. The evaluation includes the occupational content, use of performance objectives, criterion-referenced measurement, methodology, instructional content, and instructional process. A checklist for evaluating instruction is provided. (YLB)