Affective Domain, pg. The gap between assessed performance and the criterion behaviors defined a measure of educational need with reference to specific outcomes. In other words, measure the gap between how a student or teacher initially thinks and acts upon entry to the system, and how they think and act once they have been programmed and conditioned by the system to meet the new state objectives. They are, rather, determiners of the ideal mode. Deviants are punished and conformers rewarded.
Affective education provides a rationale for the behaviorist delivery.
Because we act and behave according to our values and attitudes, behaviorists seek to change values and attitudes in order to control man's behavior by predisposing him to act according to such stimuli. Conditioning is conditioning, regardless of the rationale. You can request copies of your state's applications for ESEA Title III funding in 1969 and find the introduction of the same behavioral educational objectives to your state. These objectives provided the foundation for each state's transition to the new behavioral paradigm. Outcome Based Education is not dead, it never has been.