Page 31 - International Journal of Process Educaiton (Special Issue)

Performance Model (2007) LD

The Theory of Performance defines the core components of a performance as identity, learning
skills, knowledge, context, personal factors, and fixed factors. This theory provides the basis for
analyzing performance, defining performance criteria, and developing meaningful performance
measures.

Defining Performance two). Only when performance expectations are clearly set
and stated can performance be improved. For example, if
As Process Education was increasingly clarified as a we say, “Do X better,” we necessarily have some idea of
performance-based philosophy (Academy of Process what constitutes “better” and are able to visualize the level
Educators, 2007), it became more critical to determine of performance desired. The more clearly we understand
what we mean by performance; to define a performance, what the target performance looks like (as described by
determine how to analyze a performance, formulate criteria the performance criteria), the more surely we can work
for a performance, and consider how a performance can to perform to that level. Once we are clear about what the
and should be measured. target is, we can create measures for determining where
a current performance falls in relation to the targeted
Figure 1 shows the relationship between performance, performance.
performance criteria, and performance measures. It
almost goes without saying that we have expectations The Components of Performance
for learning. In a performance-based environment, those
expectations are phrased as performance criteria and it is Within Process Education, when we say, “Do X better”
upon the basis of these that performance measures are set what we mean is, “Improve your performance of X.”
(Figure 1 should help clarify the relationship between the In order to keep this from being purely theoretical or

Figure 1 Performance, Performance Criteria, and Performance Measures (Pacific Crest, 2009)

Performance

publishing an article in a professional disciplinary journal

Characteristic 1 Characteristic 2 Characteristic 3

article is authoritative Attribute 1 Attribute 1
Attribute 2 Attribute 2
Attribute 1 literature search Attribute 3 Attribute 3
Attribute 4 Attribute 4
Attribute 2 credentials evident Attribute 5 Attribute 5

Attribute 3 clarity of argument Performance Criteria Performance Criteria

Performance Criteria Performance Measure 1 Performance Measure 1
Performance Measure 2 Performance Measure 2
Article is interesting, pursuasive, and Performance Measure 3 Performance Measure 3
evidences consummate professional
1. Thesis Statement
experience and knowledge. 2. Clarity of Content
3. Mechanics of Writing
Performance Measure 1 Argument is clear and easily 4. Logical Development
understood by target audience 5. Depth of Knowledge
6. Use of Disciplinary Language
Performance Measure 2 7. Analysis of Competing Ideas
8. Relevance
Performance Measure 3 9. Accuracy of Evidence
10. Synthesis

Dimensions of
Performance Measure

International Journal of Process Education (February 2016, Volume 8 Issue 1) 29