{'fraction_non_alphanumeric': 0.01907356948228883, 'fraction_numerical': 0.0, 'mean_word_length': 5.681818181818182, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Behavioral Objectives: Suggestions for Some New Priorities

as a specification of what should be measured. Arguments for behavioral objectives were not only self-evident but powerful and persuasive; yet, when these teachers attempted to implement them, other equally frustrating problems arose. They found themselves, for example, ending up with unrelated and trivial student outcomes that were foreign to the important concepts and principles currently being taught. Thus, many teachers are presently holding behavioral objectives in abeyance, either until they go away or until someone can fit them comfortably into their ongoing teaching operations. Clearly, most educators are not ready to leave the behavioral objectives movement