THIS REPORT EXAMINES THE METHODS, TERMS, AND CRITERIA ASSOCIATED WITH THE DETERMINATION OF STUDENT PERFORMANCE OBJECTIVES. SELECTED EDUCATIONAL AND TRAINING RESEARCH LITERATURE WAS REVIEWED TO IDENTIFY PROCEDURES CURRENTLY USED IN DETERMINING INSTRUCTIONAL OBJECTIVES. A SURVEY OF EIGHT ARMY SERVICE SCHOOLS WAS CONDUCTED TO DETERMINE PROCEDURES USED BY INSTRUCTIONAL PERSONNEL IN DECIDING COURSE CONTENT. PERFORMANCE OBJECTIVES PREPARED BY ARMY SERVICE SCHOOLS AND BY OTHER AGENCIES VARIED IN EXTENT OF DESCRIPTION OF STUDENT ACTION, RELATIONSHIP OF STUDENT ACTION TO JOB REQUIREMENTS, CONCERN FOR CONVENIENT MEASURABILITY, AND INCLUSION OF CONDITIONS AND STANDARDS OF EXPECTED PERFORMANCE. WITHIN ARMY SCHOOLS, THE RELEVANCE OF STUDENT ACTION IN CONVERTING EXISTING INSTRUCTIONAL TOPICS TO THE FORM OF STUDENT PERFORMANCE OBJECTIVES HAS SUFFERED FROM LACK OF THOROUGH DEFINITION OF INTENDED WORK-PERFORMANCE SITUATIONS. THE LESS SPECIFIC THE INTENDED PERFORMANCE SITUATION, THE GREATER THE RATIO OF DECISION EFFORT TO INSTRUCTION TIME. DISTINCTION BETWEEN "TERMINAL OBJECTIVES" (REPRESENTATIONS OF THE ULTIMATE EXPECTED PERFORMANCE CAPABILITIES) AND "ENABLING OBJECTIVES" (NECESSARY LEARNING TASKS DEPENDENT UPON TERMINAL OBJECTIVES FOR THEIR VALUE) IS ESSENTIAL FOR DESIGNING MEANINGFUL, EFFICIENT, AND APPROPRIATE LEARNING EXPERIENCES FOR STUDENTS. TERMINAL STUDENT PERFORMANCE OBJECTIVES VARY ON FIVE FACTORS--(1) TYPE OF PERFORMANCE UNIT, (2) EXTENT OF ACTION DESCRIPTION, (3) RELEVANCY OF STUDENT ACTION, (4) COMPLETENESS OF STRUCTURAL COMPONENTS, AND (5) PRECISION OF EACH STRUCTURAL COMPONENT. THIS DOCUMENT IS AVAILABLE AS AD 633 474 FROM CLEARINGHOUSE FOR FEDERAL SCIENTIFIC AND TECHNICAL INFORMATION, CAMERON STATION, SPRINGFIELD, VIRGINIA 22314, FOR $3.00 HC, $0.75 MF. (HM)