1. It supports and predicts the intended outcome.
2. It describes what students should know, do, or think.
3. The action is on a specific and appropriate level of Bloom's Taxonomy of Learning.
4. It is specific, measurable or identifiable, and a result of learning.
5. There are specific activities which will enable students to learn the desired performance indicator.
6. Students' demonstrations on the performance indicator can be used to make decisions on improvement.
Well-written Performance Indicators define Student Outcomes in ways that show the unique character of the department or program. As an example, Critical Thinking is an outcome that most institutions and disciplines state, and thus is rather generic. But some Performance Indicators for this outcome, specific to not just a given discipline, but to a particular program, define clearly what is expected of the students, and communicates a unique identity for the program. The University of Waterloo provides the following indicators through their Centre for Teaching Excellence:
#1 can be customized to clarify what kind of evidence should be interpreted, and what "accurately and thoroughly" means.
#2 can be customized to specify what determines relevance (cultural, scientific, logical, aesthetic).
#3 can be customized to define what is key information, and how that information should be analyzed or evaluated.
#4 may not be relevant to certain disciplines, or certain programs may choose different qualities than "fair-minded." This is also very similar to #7.
#5, #6, and #8 might be combined in some programs, or adjusted.
|
Learning Levels |
Level Verbs |
Sample Performance Indicators |
|---|---|---|
|
Knowledge |
Define Describe Label Recite Select State Write Identify |
(Recalling previously learned information) Students will be able to follow the design of an experiment plan. Students will be able to describe the elements of a sonata form. Students will be able to recite three poems by Wordsworth. |
|
Comprehension |
Match Paraphrase Restate Illustrate Compare Predict Defend |
(Grasping the meaning of previously learned information) Students will be able to create a graph illustrating the answers to calculus problems. Students will be able to summarize the thesis of Plato's Republic in their own words. Students will be able to compare two paintings by Boticelli, identifying similarities and differences in composition and design. |
|
Application |
Apply Change Make Model Show Calculate Examine Solve Use |
(Using principles, formulas, or processes previously learned) Students will be able to acquire data on appropriate variables. Students will be able to write an essay using the concepts of poetic analysis. Students will be able to use the concepts of intersectionality and identity to describe their experience as a DePauw student.
|
|
Analysis |
Analyze Compare/contrast Differentiate Categorize Distinguish Relate |
(Deconstructing objects or ideas into simpler parts and identifying relationships of those parts) Students will be able to compare experimental results to appropriate theoretical models. Students will be able to perform a SWOT analysis of management case studies. Students will be able to discuss the breakup of the Soviet Union from multiple perspectives. |
|
Evaluation |
Evaluate Select Recommend Rank Critique Judge Assess |
(Making judgements based on internal evidence or external criteria) Students will be able to rank high school band performances using ISSMA criteria. Students will be able to offer explanations of observed differences between predicted and experimental results. Students will be able to recommend a course of action for constructing a new curriculum. |
|
Create |
Make Generate Build Form Construct Design Fashion Produce |
(Making or producing something original based on previously learned information and processes) Students will be able to design and carry out a capstone project. Students will be able to write an original one-act play, based on their personal religious history. Students will be able to construct an original argument against Searle's philosophy of language. |