Writing Performance Criteria for Writing Performance Criteria

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Facilitator(s)

• Dan Apple, Pacific Crest
• Cynthia Woodbridge, Georgia Gwinnett College
• Ingrid Ulbrich, Colorado State University
• Thomas Nelson, University of South Alabama
• David Leasure, Pacific Crest

Why?

Still one of the most difficult PE performance areas and specific learning skills, writing performance criteria frustrates many PE Educators because they don’t perform as well as they would like. Having performance criteria creates a map for improving performance, and is a boon to any area of performance. This research-oriented PD activity will produce performance criteria for existing performance criteria (e.g., the performance criteria written for all elected and appointed Academy officers and directors produced at the Winter Meeting) that can then be used to assess those performance criteria. We will then strengthen the performance criteria for those 16 performance areas. .

Learning Outcomes

At the conclusion of the activity participants will

1. Understand how performance criteria create a map for improving a performance
2. Understand the key elements of strong and clear performance criteria by creating performance criteria for writing performance criteria
3. Have elevated their skills for writing performance criteria

Performance Criteria

Participants will be able to use the performance criteria for writing performance criteria to assess and improve existing performance criteria, and to edit new performance criteria created with the methodology

Resources

Focus for this workshop

• Faculty Guidebook 4.1.7: Writing Performance Criteria for Individuals and Teams

• 25th Anniversary edition of Process Education, Performance Criteria, International Journal for Process Education, 2016

• Performance Criteria from Key Learning Skills Supporting Self-Growth

• Performance Criteria for Academy Officers and Directors

Additional Resources

• Faculty Guidebook 1.5.4: Writing Performance Criteria for a Program

• Faculty Guidebook 2.4.9: Writing Performance Criteria for a Course

• Faculty Guidebook 4.1.8: Issues in Choosing Performance Criteria

Technology Requirements

• Break-out rooms in Zoom

• Discussion threads:

• Critical Thinking Questions
• Performance Criteria OTHER
• Performance Criteria WORKSHOPS

Plan

Before the workshop

• Read
1. Performance Criteria from the 25th Anniversary issue of IJPE
2. Performance Criteria from Key Learning Skills for Supporting Self-Growth
   
3. Performance criteria for at least three Academy roles
   


• Post answers to the Critical Thinking Questions
  1. What is the purpose of performance criteria?
  2. What is the value realized from performance criteria?
  3. What makes quality performance criteria? Use evidence of two performance criteria from any source. (20 different examples from Learning to Learn activities are available HERE.)
  4. In what performance areas do you have and use performance criteria?
  5. In what performance areas are you missing performance criteria and wish they existed?

During the workshop

• Introductions
• Use the methodology for writing performance criteria and the performance criteria for 16 Academy roles to write performance criteria for performance criteria.
• Form teams of 2 participants
• Use the newly-created performance criteria to assess Academy officer and director performance criteria (in break-outs, if we have enough participants)
• Closure and point to session assessment

Closure

Either:

• Write (or work with someone to write) performance criteria for those areas you highlighted as missing performance criteria (see Critical Thinking Question #5). Post in the forum for feedback from others, and give feedback on others’ performance criteria. Use topic, "Performance Criteria OTHER".

OR

• Write performance criteria for Academy Professional Development workshops. Post in the forum for feedback from others, and give feedback on others’ performance criteria. Use topic, "Performance Criteria WORKSHOPS".

After the workshop

• Assess the Workshop