Page 77 - International Journal of Process Educaiton (Special Issue)

Performance Measures (1997) A

A performance measure is a rubric, either holistic or analytic, that is designed to measure the
level of performance in a well-defined performance area by identifying and integrating the factors
that contribute most significantly to the performance.

Measuring performance doesn’t improve performance; While it is certainly possible to create and use performance
measurement is a neutral activity. But if we are to measures for highly complex performances such as
improve performance through assessment, being able to designing (Cordon, Beyerlein, & Davis, 2007), one of the
measure current performance is critical so that we know goals of Process Education is to improve the performance
what aspects of the performance are already strong and of learning which means that we are primarily focused on
in what ways the performance can be improved. Put very defining and measuring aspects of learning (Apple & Ellis,
simply, performance criteria describe the performance 2015). Fortuitously, learning skills — individual skills
target and performance measures give a reading of current that, when improved, lead to improved learning — provide
performance level. the perfect focus for such definition and performance
measurement. Each learning skill can be developed from
The Knowledge Table for Process Education (Schlesinger a low level to the level that individuals or teams exhibit
& Apple, 2007) identifies performance measures such when they excel. For example, the learning skill attending,
as rubrics among the tools that Process Educators use defined in the Classification of Learning Skills as mindful
to produce quality in learning, growth, programs, and focusing by a listener (Leise, Beyerlein, & Apple, 2007), is
institutions. While the traditional approach in education essential in any classroom but needs to be more advanced
has been to develop content competency and regard that in a graduate seminar setting. In such a situation, additional
as the chief indicator of educational success, the goal skills such as filtering information, summarizing, making
in Process Education is to measure and assess real-time inferences, formulating questions, and analyzing research
performances. This helps both learners and educators are all likely to be integrated with and mutually dependent
to record, appreciate, and potentially reproduce aspects on the skill of attending in order for a learner to maintain his
of performance that lead to growth in capacity and or her connection with the discourse and content. The need
improvement in specific performance areas. to differentiate levels of performance in learning skills led
to a five-level holistic rubric for defining levels of learner
An early example of a performance measure was the development in any learning skill (Figure 1). This rubric
construction of a rubric for the cognitive skill of listening was added to each of the cognitive, social, and affective
at a 1997 Teaching Institute that was formally published domains of learning skills as they are presented in the
the following year in the Teaching institute handbook Faculty Guidebook (Beyerlein, Holmes & Apple, 2007).
(Kirkwood, 1997; Apple & Krumsieg, 1998). Shortly after
the 1997 Teaching Institute, a generic measure for the levels Over the years, numerous groups of faculty have
of learner performance was published in Classification collaborated with Pacific Crest to create more than 60
of Learning Skills for Educational Enrichment and performance measures. The majority are holistic rubrics
Assessment (Apple, 1997). (performance characteristics that are integrated into a

Figure 1 Levels of Learner Development in Any Learning Skill

Level 5 The skill is expanded and integrated with other skills so that it can be applied in new
Transformative Use contexts that inspire the emulation of others.

Level 4 The skill can be self-improved and adapted to unfamiliar contexts with occasional
Self-Reflective Use advice from a mentor.

Level 3 The skill is routinely called upon and effectively applied in multiple contexts by the
Consistent Performance user, who consciously directs the effort.

Level 2 The skill can be used proactively by a learner, but its use needs to be constantly
Conscious Use encouraged and supported by a mentor.

Level 1 The skill appears on a reactive basis in response to an immediate need, but without
Non-Conscious Use awareness of self or others.

International Journal of Process Education (February 2016, Volume 8 Issue 1) 75