Instructional Systems Design (ISD) - Developing Performance Measurements

Job Aids

The following job aids are available for developing performance measurements. Before using the job aids be sure to read this entire section.

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Purposes of Performance Measurement - Use this job aid to help decide the purpose of the performance measurement and select methods.

Performance Measurement Design Steps - Use this job aid to help guide the design of performance measurements.

Selecting Test Items - Use this job aid to help select appropriate test items.

Test Development - Use this job aid to help develop test items.

Test Development (Courtesy of Cornell University, Office of Instructional Support)- Use this job aid to help develop test items.
 

Overview

Performance measurements are various means established by instructional designers for monitoring learner achievement. Paper-and-pencil tests are perhaps the most common; however, many other means are available such as simulations, case studies, interviews, and observation.

Performance measurements become benchmarks that, along with performance objectives, provide guidance in the preparation of instructional programs. They are important for three major reasons: 

• They ensure economical choice of instructional content. 
• They provide a basis for learner accountability, during and after instruction. 
• They can help link up learner achievement to NRCS strategic plans.

Two questions should be answered: 

• What should be measured?
• How should it be measured?

The Purpose of Performance Measurements

There are four possible purposes for performance measurement:

• Participant reaction - How much do participants enjoy what they are learning? How much do they enjoy the instructional methods used?
• Participant learning - How well are participants meeting performance objectives? How well have they learned?
• On-the-job performance change - How much change is evident on the job, based on what participants have learned? How well has the learning transferred from the instructional stage to the work performance environment?
• Organizational impact - How has the organization been affected by the results of the instructional program?

There are ten key steps in designing performance measurements. A job aid listing these steps is linked above. Additional help may be necessary in the design of performance measurement instruments depending on the complexity of the training and the levels of performance required. There are specific guidelines for developing tests for each purpose of performance measurement.

Participant reaction is normally measured by a paper survey at the end of the training.

Participant learning is normally measured by some testing procedure during the period of training.

Measuring on-the-job performance requires a considerable investment in time and funds and normally involves gathering information about the employee's change-in-behavior back on the job.

Measuring the organizational impact of training on the organization requires considerable investment time and funds and a high level of evaluation skills. There is no simple way to reach a decision about choosing a method. Consider the following issues to help make the most sound decision possible:

• How much does the data collection approach allow learners to participate?
• How much does the approach allow managers to participate?
• How much does the approach allow NRCS partners to participate?
• How long will it take to collect and compile the data?
• What is the cost of the approach?
• How much data will be collected?
• How useful will the data be?
• How much will the data lend itself to verifiable measurement?

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