In recent attempts to individualize instruction and to develop programs for the reluctant learner at the junior high school level, we have become more aware than ever of the need for diagnosing student strengths and weaknesses. Much of the impetus for this has come from the movement to have us establish behaviorally stated objectives in order to clarify our goals and to be able to measure specific outcomes. Once a list of such objectives is formulated, the teacher is faced with the question, Which of these objectives do the students already know, and which of these do they need to master? The process of diagnosis is then employed so that the work may be geared to the needs of each student. Students need not waste time with skills and concepts that they have already mastered and may instead concentrate on those that they do not know.