Abstract
This article presents the development of a scale to measure both the cognitive and effective dimensions of educational objectives and describes an application of the scale regarding the quantification of the impact of differing term assignments upon the achievement of these objectives. As hypothesized, cognitive objectives were affected by these differing assignments, whereas no significant effect was observed upon affective educational objectives. As educational objectives may differ as a function of the target audience (e.g., foreign students, nonbusiness students, senior- and middle-level managers), this study both enables the educator to measure the attainment of such objectives as well as suggests strategies which may effectively do so.
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