Using Performance Measurements for Feedback Loops
Performance measurement is where the analysis and the evaluation stages of ADDIE meet.
When designing instructional content and performance improvement measures, practitioners begin with analyzing the problem and designing performance objectives that can close the gap. These performance objectives will become the basis for program development and will provide a big picture idea of how the performance gap will be closed. (Rothwell et al., 2016)
Let’s take a magnifying glass to performance objectives and talk about performance measurements. Performance measurements are housed inside of performance objectives. These measurements are the smaller, digestible benchmark goals that tell the designer weather or not adequate progress is being made (Rothwell et al., 2016). If the performance measurements aren’t being met, it can be concluded that the performance objectives won’t be met.
This is where carefully created test items and thorough evaluation plans come into play. To test the performance objectives, designers will need to be able to select, create, and implement the appropriate testing instruments. Testing instruments can range from widely used knowledge-based checks (fill-in-the-blanks, multiple choice, essay questions, etc.) to performance-based training.
Once the instruments have been implemented, they can be used as a source of data to ensure that participants are meeting performance objectives. If they are not meeting the performance objectives, you can easily identify which portions of the program needs to be revisited. For instance, if performers continue to incorrectly perform tasks within section B than an analysis should be started with the goal of discovering why the objectives are being missed. Which performance measurements are being missed?
Learning and development never ends, analysis and evaluation must work continuously to match learner needs. Without proper performance measurements, gaps can and will resurface. By routinely evaluating programs, ADDIE’s iterative nature prevails and creates instructional content that can be modularly designed and updated when needed.
References:
Rothwell, W., Benscoter, B., King, M., & King, S. B. (2016). Mastering the instructional design process: A systematic approach (5th ed.). Hoboken, NJ: John Wiley and Sons.