A need for measurement exists not only in academic events but also in the affective domain. The author presents a procedure for quantification of affective behavior. The procedure contains three stages. One is the conceptualization stage in which personal meanings of elements in the affective domain are examined. Another is the crucial operationalization stage in which decisions are made regarding what events will be accepted as evidence of desirable affective behavior. The other stage is the placement of numbers on the events. They may be categorized, ranked, or placed at equal intervals. If behavioral objectives are to be more than cognitive, then those responsible for educational measurement in a specific situation must work together in the conceptualization and operationalization stages. The author concludes that quantification of affective behavior is not a problem of measurement theory, but rather a problem of human negotiation. (Author/BB)