Designed to provide guidance in the development of performance objectives and criterion-referenced measures, this booklet is intended for teachers, supervisory personnel, teacher trainers, and writers involved in developing performance-based instruction. To show the relationship of performance objectives and criterion-referenced measures to the total process of instructional development, the first chapter presents a model for development, beginning with occupational analysis (which reflects those tasks workers are actually doing on the job). Chapter 2 outlines procedures and guidelines for performing the task analysis (examination of each job task to determine its component behaviors). The writing of performance objectives to specify each desired competency is covered in the third chapter under these topics: rationale, terminology, concept of measurable objectives, rules for specifying behavior, types of conditions, types of standards, determining the number of objectives required for each task, and guidelines for writing. The final step, writing of criterion-referenced measures (for measuring each competency), is detailed in chapter 4, which covers the purpose of criterion-referenced measures, characteristics of good measures, and specific guidelines for development and evaluation. Also included is a chapter on developing evaluation checklists (supplementary aids to the performance objective standards for use when the specified product or process is highly subjective). A final outline of the entire process is included as a guide for edit and review. (JT)