Some of the problems and arguments related to behavioral objectives are examined, and a modified approach to objectives and measurements that, it is hoped, will be acceptable to both behaviorists and humanists is suggested. The following reasons for opposition to behavioral objectives are explored: (1) meaningful objectives are often discarded because of difficulty in stating them as measurable outcomes; (2) there is confusion of the indicator with the objective; (3) emphasis is on the indicator rather than the goal; (4) there are restrictions on teacher strategy and measurement; (5) pre-determined tasks result in negative student attitude, and (6) measurements exclude self-evaluation and responsibility. An alternative program in which objectives and measurements are treated separately offers the following advantages: (1) objectives can be expanded and defined as necessary for clarification; (2) objectives relevant to student interest are more appealing; (3) measurements are quite likely to be more relevant and less aversive to students; (4) it is easier to see the relationship between the measurement and the objective; (5) objectives do not restrict the teacher or student in selection of learning strategies; (6) more flexibility is allowed in measurement; and (7) opportunities can be capitalized on more easily. (For related documents, see TM 002 183, 185-186.) (AL)