A basic requirement in curriculum design and development is that curriculum objectives be stated in terms of observable human behavior. This project developed a technique for evaluating curriculum objectives based upon the analysis of behavioral objectives as classified into three components--action word, context, and criterion. In order to determine whether a person trained to evaluate curriculum objectives in terms of specified criteria could do so consistently, a group of public school teachers used the criterion instrument to analyze a stated objective. The results of a study of their efforts are reported. The extent to which the objectives of the mathematics continuum used in Individually Prescribed Instruction (IPI) conform to the stated goal is also discussed. The material used to collect information is appended, along with some of the raw data. (JY)