This document discusses developing performance measurements and objectives for instructional design. It explains that an instructional designer develops performance measurements to test knowledge transfer and monitor learner achievement. The document outlines a 10-step method for developing measurement instruments, including clarifying measurement purposes, drafting question items, revising based on small group testing, and periodically revising the instrument. Common measurement tools mentioned include questionnaires, criterion-referenced tests, employee surveys, and performance appraisals.

1. Developing Performance Measurements and Objectives HRD847 Rebecca Lynn Loflin March 7, 2011

2. Developing Performance Measurements and ObjectivesInstructional Design Instructional design is the practice of maximizing the effectiveness, efficiently, and appeal of instruction and other learning experiences (Wikipedia, 2011). An instructional designer is the one who develops or creates a performance measurement.

3. Developing Performance Measurements and ObjectivesPerformance Measurement A performance measurement is the process whereby an organization establishes the parameters within which programs, investments, and acquisitions are reaching the desired results (Wikipedia, 2011). Performance measurement is a key indicator for testing the transfer of knowledge to the learner. Performance measurements are various means established by instructional designers for monitoring learner achievement (Rothwell & Kazanas, 2008).

4. Developing Performance Measurements and ObjectivesMeasurement Method A measurement instrument is simply the tool of measuring the performance. Many types of measurement instruments Questionnaires Criterion referenced

5. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 1 Clarifying the Purpose of Measurement and Selecting a Type of Instrument. This is when an instructional designer should strategically think about the results that they wish to achieve Once the results have been determined, then the content can be developed

6. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 2 Giving the instrument a descriptive title The instructional designer must determine if the title is actively describing what is being measured

7. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 3 Conducting Background Research Instructional designers can do research on what other instructional designers have done in the past Resources are available for instructional designers to use Example – Educational Testing Service

8. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 4 Drafting or modifying items Instructional designers will consider what questions to ask so that the instructional experience can be validated Varying types of item format Open ended questions Close ended questions Six types of questions Essay – typically used for assessing higher levels of cognition Fill in the blank – requires the learner to complete a word or phrase Completion – requires the learner to complete a sentence Multiple Choice – requires the learner to chose between multiple answers True – False – requires the learner to determine if the statement is true or false Matching – requires the learner to match items in one column to another Project – requires the learner to demonstrate the ability to perform a task learned through the instructional experience

9. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 5 Sequencing – or reviewing the sequence of - items Instructional designer will need to determine the sequence of the questions Logical order Random selection

10. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 6 Trying out the instruction on small group representative of the learner population Instructional designer will need to work closely with the subject matter experts to review the questions to ensure consistent use of terminology and sequencing of the material Feedback received during this step should be saved for Step 7

11. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 7 Revising the instrument based on small-group try out Instructional designer may need to modify some of the content for a higher level of comprehension or clarity Rarely should a do over be required

12. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 8 Testing the instrument on a larger group Instructional designer conduct this in the environment in which it will be presented for the best results

13. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 9 Using the instrument – but establishing a means of tracking experience with it Instructional designer should be able to analyze the data Instruction designer may need to adjust the content of the data if the desired results are not being achieved

14. Developing Performance Measurements and ObjectivesMeasurement Method – Ten Steps Step 10 Revising the instrument – or specific items - periodically Instructional designer will change the content of the material as process changes, knowledge gain of the subject matter, or when performance objectives are changed

15. Developing Performance Measurements and ObjectivesMeasurement Method – Other Options Employee Surveys – usually conducted by the employer to assess how employees feel about the organization Exit Interviews – usually conducted when an employee leaves the organization, helps identify perceptions Performance Appraisal – assessment of an individuals performance over a specified time period