As part of a series on implementing competency-based education, this monograph provides guidelines for developing and using affective performance objectives. After the characteristics of affective, cognitive, and psychomotor objectives are summarized, a discussion is presented of the skepticism many instructors feel toward the evaluation of areas within the affective domain. Next, the affective learning process is described as student progression from the receipt of information to actual demonstration of values or attitudes. The monograph then provides a model for the development of observable and measurable affective performance objectives involving: (1) the development of broad goal statements; (2) brainstorming sessions with students to identify desirable and undesirable attitudes or values; (3) the identification and elimination of unobservable attitudes or values; (4) determination of the measurability of the remaining attitudes or values; and (5) the incorporation of the remaining attitudes or values into statements expressing desired student performance. The monograph concludes with a discussion of teaching methods and reward systems that can be used in competency-based affective education, including the use of class discussions, case studies, small group projects, readings, individual interviews, subjective exercises and checklists of affective behavior. (JP)