PERFORMANCE LEVEL
Performance
Level: The description of the levels of quality attainment within each
criterion that are incrementally identified as low, good, better, and best.
Performance levels
describe students’ performance when instructed on grade-level skills and
concepts. Combined with the Quantile Measure, the performance levels can be
used to group students and to determine appropriate instruction. Following the
adaptive benchmark tests, students are classified into one of (5) performance levels.
• Advanced:
These students exhibit advanced performance when tested on grade-level skills
and concepts. Teachers should consider adjusting the pathways of these students
to a higher grade level.
• Proficient: These students exhibit
appropriate performance when tested on grade-level skills and concepts. These
students should experience success on a grade-level pathway with few
remediation lessons included.
• Basic: These
students exhibit some appropriate performance when tested on grade-level skills
and concepts. These students should experience success on a grade-level pathway
with some remediation lessons included.
• Below Basic:
These students generally do not exhibit minimally appropriate performance when
tested on grade-level skills and concepts. These students should be able to
work back up to grade-level material with precursor and/or remediation lessons
included.
• Far Below Basic:
These students generally do not exhibit any appropriate performance when tested
on grade-level skills and concepts. These students may not be able to work back
up to grade-level material with the included precursor and remediation lessons.
Teachers should monitor students’ progress to determine if an alternative
pathway is necessary.
« What Are Performance Level
Descriptors (PLDs)?
Performance Level
Descriptors (PLDs) are available for each test. PLDS define the knowledge,
skills, and processes that students likely demonstrate at different levels of
proficiency within the reporting categories (1, 2, 3, 4).
These PLDS appear on
Individual Student Reports and describe student performance on the assessment.
Level 1: A student at
Level 1 shows a limited ability to understand and use the skills and knowledge
needed for postsecondary success
Level 2: A student at Level
2 shows a basic ability to understand and use the skills and knowledge needed
for postsecondary success.
Level 3: A student at
Level 3 shows an effective ability to understand and use the skills and
knowledge needed for postsecondary success.
Level 4: A student at
Level 4 shows an excellent ability to understand and use the skills and
knowledge needed for postsecondary success
The Pros
This level assesses the
number of times learners applied the knowledge and skills to their jobs, and
the effect of new knowledge and skills on their performance – tangible proof of
the newly acquired skills, knowledge, and attitudes being used on the job, on a
regular basis, and of the relevance of the newly acquired skills, knowledge,
and attitudes to the learners’ jobs.
The Cons
Firstly, it is not very
easy to gather accurate information. To carry out evaluation at this level,
learners must be followed up regularly – which again is time consuming and
costs money. And it won’t stop there – there would need to be an in-depth
analysis conducted into the reasons for failure. Managers need to take charge
of the evaluation at this level, and they often don’t have the time or
inclination to carry it out.
16. Behavior -
What Is It? •
Transfer of knowledge, skills, and/or attitude
to the real world. • Measure achievement of performance objectives.
17. Behavior - What It
Looks Like • Observe performer, first-hand. • Survey key people who observe
performer. • Use checklists, questionnaires, inter views, or combinations.
18. Behavior: Connection
to Other Levels • The Connection - Can determine: • Degree to which learning
transfers to the post-training environment (Level II) • The Disconnection -
Cannot determine if: • Participants like the training (Level I) • Participants
understand (Level II) • Behaviors accomplish results (Level IV)
19. Behavior - How to
Perform • Evaluate before and after training • Allow ample time before
observing • Survey key people • Consider cost vs. benefits • 100% participation
or a sampling • Repeated evaluations at appropriate intervals • Use of a
control group
