In this criterion the learner is required to provide evidence that he or she has iidentified an appropriate range of specific, measurable, achievable, realistic and time-bound (SMART) objectives and an appropriate range of key performance indicators (KPIs) for an operational plan

Number of sub-categories of KPIs, including:

 SMART objectives are what the operational plan needs to achieve, whilst KPIs are the measures that that indicate the degree of progress to those objectives.

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Thank you Krishnan fr youranswers

I think a sensible measure for learning outcomes is to develop a peer-evaluation questionnaire assessment, where each member within a student work team is asked about the learning performance of his colleagues, or how each colleague stimulates the team learning in his group.

Wish you the best luck in developing learning performance measures, definitely much in need in our schools. 

Hi I think Two Steps Can Achieve The Goal.................

1. MOTIVATION

(Write Questions/activities base on the previous knowledge to relate with it the aim and objectives of the lecture)..

Feedback : questions to assess how much Students Gained...

And These Activities should be in the Daily Bases And Make Statistical Charts of Every Student And then Detect The weakness of Students and Then Work on that... Good Luck...

thanks kohistani

but I am looking for objective mesauers

Outcome based assessment  explained what students know and can do . In order to have a clear outcome based assessment lets begin with the end in mind. Marzano and Stiggins provides clear learning outcomes that is measurable and observable. Many confuse with Bloom cognitive process, however it can also be learning outcomes, but can be assessed as a single construct. Outcomes such as problem solving requires complex thinking process such as knowledge, comprehension, analysis and create.All these are thinking process which when assessed is mark by referring to scoring rubrics which has the criteria that reflect the cognitive process. 

Key Performance Indicators have to be specific in terms of what learning outcomes are attempted to be measured for whom...for schools, I typically look for specifics items in three domains:

There are sub categories under each of these domains...in order to be of more help...I would have to know more about what you're looking to measures specifically under these domains as it relates to schools...but this should get you off to a great start...hopes this helps.

Thanks vondra Glass

I am inserted mainly in learning and teaching  domain

Thanks Zainuriyah Abdul Khatab

Could you please provide me with Marzano and Stiggins reference and ow to access it

Thank Margarida

could you please elaborate more in peer review assessment quesionnaires

•   Declarative knowledge

• Procedural knowledge

•Complex thinking

•Information processing

•Effective communication

•Collaboration and cooperation

•Habits of mind

Marzano, R.J., Pickering, D.J. & McTighe, J. 1993. Assessing Student Outcomes: Performance assessment using the dimension of learning Model. U.S.A: Macrel Institute.

•Kowledge and comprehension

•Reasoning

Performance skills-problem solving, dancing, singing, setting up experiment, conducting research

•Product

•Affective

Stiggins, R.J. 1987. Design and development of performance assessment. Educational measurement: issue and practice. 6(3): 33-42. http://web 27.epnet.com/citation.asp?

You can use these learning outcomes for all subject, you are actually designing construct driven curriculum and this will enable you to design a test that can assess multidimensional construct.You can also design using the 21st century model as follow:

learning skills- critical thinking, problem solving, communication and collaboration,

digital literacy and living and career skills.

Thanks for your answers its very useful Zainuriyah Abdul Khatab 

Every project i assign to students has a sequential series of idea formulation and design development components that eventually lead to a final product. Rather than marking a major project out of 10 (say) I mark them out of 1000 or 2000. Why? If a student busts his or her guts for three or four weeks to create a product (hopefully through a step-by-step process) it seems unfair to leave the teacher with this decision: is it a level 2 or level 3, level 3 or 4? And it is most unfair to students. One mark difference! There is literally no room to succeed and it's too easy to fail. With a heavy marking scheme a student is given 200 (or 400) marks between levels in which I can identify (and separate) a good idea, excellent process work (even though the final product may be lacking in technical skill or incomplete, technical skill and competency, a well-conceived product that (perhaps) lacked process, simplicity, elegance and clarity in demonstrated  understanding, interpretation and communication of an idea, although perhaps an ill-formed product due to lack of technical skill -- or the converse  -- and (finally) originality of the idea and final design. There is a lot of literature on key performance indicators -- see also Fitz-Gibbon (1990), Parmenter (2010), Spitzer (2007) -- read the literature and make it a personal challenging design problem to create your own variations based on a specific subject and project. At the end of a year I will have accumulated a lot of evaluations (typically 45 to 50) consisting of, in-class work  to reinforce a lesson, videos and question-answer sheets, design process, product, tests, history units that last for 15 days in which students are shown an image on one screen and text on another and learn to sketch and to make jot-notes as they come into contact with the world of ideas. In this case, they are evaluated each day for their effort plus at the end of the unit I mark the history package for completeness and drawing skill. In other words I create a lot of opportunity for success that does not just favour skilled students, but the contentious  and weaker ones as well.

Thank you for your answer

KPI can be measured, setting up different indicators that can be qualitative or quantitative, which should be communicated and accepted by the counter party, i.e. students.   The basic methods of measuring learning outcomes of any students are definitely to test his/her theatrical and practical knowledge.  Accordingly, we can set the all indicators such as both oral and written examination, presentation, assignments,  tutorials, peer review, discussion etc..

Thank you fareena

I believe this only direct assessment  of KPIs

but how measure it indirectly using KPIs?

Almost all organizations have performance indices, to make it a system and not a ritual is completely dependent on People. Hence, in my Organization, we sit every week in the weekly operational review and continuously monitor, measure, collaborate, guide and tell through video conference their previous week scores on the following parameters

After the review, be part of their weekly planning process for current week. Due allowance of failures attributable to sudden unavoidable causes which affect their performance are taken care in weekly meetings.

On a monthly basis, collect datas such as

• Utilization effectiveness ( yields)
• Quality related (Internal and External)
• Costs (Production, Power, Maintenance and Support services)
• Safety (People)

Similarly Quarterly, Half yearly review reports form the basis for annual performance evaluation. People really appreciate and accept when things are clarified and the evaluation process is continuous.

Learning outcomes are generally setup to test students’ knowledge, skills, attitudes/ behaviour, leadership quality etc… Accordingly, a few method of indirect KPIs to test such abilities are given below,

1. Ability and way of answering questions in organized, creative and attractive manner with important facts only.

2. Demonstration, communication, application, and explanation skills

3. Willing to take more responsibility and participation

4. Quick correct and correct response for any issues or problems

5. Attitude towards his/her colleagues

6. Perceptions of other students about him/her

7. Punctuality and time management for any activities

Thanks