This self-instructional module provides information and reinforcement exercises on the construction and evaluation of behavioral objectives. An introductory section offers a rationale for the specification of behavioral objectives as a means of improving communication between the parties involved in the educational process. The module then presents information, questions, and answers to the questions focusing on the differences between behavioral and non-behavioral objectives in terms of specificity; clarity/ambiguity; and the inclusion of goals, objectives, and evaluative measures. The next sections of the module consider the focus of behavioral objectives on the terminal or final behavior of students, rather than on the instructional strategy, and emphasize the importance of justifying each condition imposed by the behavioral objective. Next, the use of criterion measures to evaluate goal attainment and the importance of establishing reasonable and defensible minimum acceptance levels is underscored. The final set of texts and exercises refutes the argument that behavioral objectives are limited to the lower-level cognitive skills. The cognitive levels of knowledge, comprehension, application, analysis, synthesis, and evaluation are explained and behavioral objectives for each level exemplified. In addition, information and encouragement are provided for the inclusion of behavioral objectives focusing on affective development. (HB)