Due to the call for social reform of ethics in Taiwan, the author is presently working on a campus-wide project which is the instructional design of a new course called, "Professional Ethics," at Fu-Jen Catholic Universtiy. This new curriculum was designed to help students' learning and development in the affective domains of professionals. This paper points out the difficulty of assessing attitudinal objectives. Yet, it provides two practical alternatives in the design of class activities to evaluate students' achievement toward attitudinal objectives, as well as seven techniques offered by National Center for Research in Vocational Education, Ohio State University, Columbus, USA. The main point is to emphasize that the essense of the evalution of attitudinal objectives is to encourage students striving for excellence, not to give students a grade by quantiffing their learning in the affective domain.