Building Performance Measures in Instructional Design

analysisThis step is often included in the task analysis and was briefly touched upon in that section.

Performance measures are the standards for how well a task must be performed, thus they are often called Performance Standards or Standards of Performance. This step is important as it informs those involved the level of proficiency that the learners must obtain:

Performance Measures list each critical step for achieving the performance measures. There are four basic analysis techniques used to ensure that all performance measures associated with a task are recorded (Wiggs, 1984):

In addition, the above four analysis techniques may be looked at from four different viewpoints (van Merriƫnboer, 1997):

The customer or client must approve the task performance measures. If possible, the client supervisors and SME should write them with the training organization's guidance. This does not relieve the trainers' accountability for this function since they are the masters of this technology.

Next Steps

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Pages in the Analysis Phase:


van Merriƫnboer, J.J.G. (1997). Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training. Englewood Cliffs, New Jersey: Educational Technology Publications.

U.S. Army Field Artillery School (1984). A System Approach To Training (Course Student textbook). ST-5K061FD92

U.S. Department of Defense Training Document (1975). Pamphlet 350-30. August, 1975.

Wiggs, G. (1984). Designing Learning Programs. The Handbook of Human Resource Development. Nadler, L. (Ed). New York: John Wiley & Sons.