Abstract
An instructional paradigm is described which starts with the student and then identifies three elements which if specified should unify the instructional process to yield a three-way consistency between what was intended, inaugurated, and achieved. The model is then illustrated with the development and discussion of diet history materials from the viewpoints of objectives, learning experiences, and evaluation. The material includes two diet history forms which shape the student's behavior, and a self scoring criterion reference diagnostic checklist. Although the forms were used by students their effectiveness was unclear because of procedure and sampling limitations, but the data did suggest that these forms aided the students in the acquisition of the desired skill.
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