Advantages and disadvantages to writing behavioral objectives, especially for teachers of language arts, are discussed. The three commonly accepted domains of learnings--cognitive, affective, and psychomotor--are presented in relation to verbs used to indicate learning in those domains. Steps in identifying evidences of learning are: (1) State briefly a broad goal within the given subject field to be achieved by the end of the school experience; (2) Write below it at least two statements of student behaviors that would be evidences that the student has achieved the goal; (3) Check to be sure that all types of learnings appropriate to the stated goal are included in the objectives; and (4) Repeat the process for each broad goal. (DB)
