Evaluation of an individual's progress in an academic or training program requires evaluation of his achievement of a collection of behavioral objectives. The nature of the terminal behavior often imposes a hierarchy on the enabling and entering behaviors that can be used to lend additional meaning to classification of the learner's performance, i.e., to the grades assigned during and at the end of the course, in the case of an academic program. The following discussion suggests ways more meaningful evaluation can be accomplished, meaningful in the sense that the resulting classifications, i.e., grades, imply definite degrees of progress up the behavioral hierarchy. (Author)