How to Make Learning Outcomes Useful - Write Performance Criteria!

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Facilitator(s)

Tris Utschig

Why?

Learning objectives can sometimes seem static and impersonal in nature. How can we make them come to life in the classroom? Write performance criteria! Performance criteria are the expectations given to learners before a performance that define the characteristics which make up a high quality performance related to achieving a learning objective. Participants attending the workshop will be able to articulate the value of writing and using performance criteria, practice using a methodology for writing performance criteria, and assess performance criteria to improve quality. In Part A of this session we will focus on the scholarship surrounding why performance criteria are worth the time invested in creating them. In Part B we will use the Methodology for Writing Performance Criteria to create a set of performance criteria aligned to the interests of those attending.

Resources

The following resources are contained in a single 3-page pdf file available HERE

• Performance Criteria Support the Production of Learning Outcomes
• Performance criteria are developmental tools
• Performance Description for Writing Performance Criteria
• Performance Criteria for Writing Performance Criteria
• Methodology for Writing Performance Criteria

Plan

Before the session:

1. Read the assigned reading on performance criteria, differences from outcomes, and the methodology for writing performance criteria before the session.
2. Answer these Exploration Questions on the forum for the session before the session begins.
   1.  What is the difference between performance criteria and criteria (outcomes)?
   2.  Among the performance criteria for writing performance criteria, which two (2) are most intriguing to you? Why?
   3.  For the steps of the methodology for writing performance criteria, which are
   1. Planning steps?
   2. Doing steps?
   3. Reviewing steps?
3. Review the plans for Part A and Part B of the session, and prepare to contribute to discussion of "critical thinking questions" and “applying the methodology for writing performance criteria” by playing one or more team roles used in Process Education teams.

Part A (Discussion)

During the session:

• Welcome and address exploration question responses received before the session (5 min)
• Interactive discussion of outcomes and performance criteria (20 min)
• Critical Thinking Questions - breakout groups (respond on Academy Forum) (15 min)
  
  1. Among the types of learning objectives, which are best facilitated by the use of performance criteria? Why?
  2. Which steps of the methodology for writing performance criteria are the least intuitive to you? How so?
  3. As an instructor/mentor/coach, when and how can you leverage the use of performance to maximize development of the student/mentee/player?
•  Report out (5 min)

Part B (Practice)

During the session:

• Select topics on which to write performance criteria (5 min)
• Apply methodology for writing performance criteria - breakout groups; forum topic is available (30 min)
• Peer assessment of criteria produced (10 min)
• Closure and session assessment (5 min)

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