Chapter Five: Performance Indicators

Now that you have determined your assessment methods, you must set performance indicators or benchmarks. A performance indicator is a standard used to measure competence and/or progress in relation to a stated outcome/objective. The indicator is a criterion established to measure success. The performance indicator will describe how the level of accomplishment of a specific outcome will be determined. For example, looking at a segment of the Master Plan for the B.S. in Nursing:

Outcome 1:
Uses critical thinking as a generalist professional nurse.

Assessment Method(s):

• NCLEX-RN scores

Performance Indicators:

• 80% of graduates pass the NCLEX-RN on first take.

Measured Outcomes:

• NCLEX: 92.9% pass rate for May 2004 graduates, 83.3% pass rate for December 2004 graduates

In this example, the College of Nursing set their performance indicator for meeting the outcome, “Uses critical thinking as a generalist professional nurse,” as 80 percent of graduates pass the NCLEX-RN on the first time they take the test. If, after the assessment cycle is complete, the actual measured outcome surpasses 80 percent, the College of Nursing will know that they have met or surpassed the performance indicator that was set. If, after the assessment cycle is complete, the actual measured outcome falls short of 80 percent, the College of Nursing will know that they may need to make changes in the program to improve student learning. This information would be included in the Plan for Continuous Improvement in the Master Plan.

Assessment Cycle

Determine the cycle that is most appropriate for you to use in the assessment. Do you collect data based on the traditional calendar year from January-December? Do you collect data based on the academic calendar year including fall-spring-summer semesters? Is it consistent across each outcome/objective measured or do you collect data in varying time frames based on the outcome/objective? Once you have settled on the appropriate assessment cycle to accurately measure the outcome/objective, be consistent. Try to use that same time frame on year-to-year assessments so that you can review trends in the data.

Remember:

• Don’t set an indicator that is too low or one too high, but set indicators that are doable.
• Research and review regional/national data to establish the appropriate performance indicator.
• Review existing data trends so that you are educated when setting your benchmark.
• Discuss expectations with peers at other institutions to determine what may be a realistic measure of success.

Benchmarking Tools
Digest of Educational Statistics
http://nces.ed.gov/programs/digest/d02/lt3.asp#c3a_6
IPEDS College Opportunities Online
http://nces.edu.gov/ipeds/cool/
IPEDS Peer Analysis System
http://nces.ed.gov/ipedspas/
Condition of Education
http://nces.ed.gov//prorams/coe/
Associated Colleges of the South
http://www.colleges.org/
Higher Education Data Sharing Consortium
http://www.e-heds.org/
Annapolis Group
http://www.collegenews.org/