Report on Performance Measurement Tools

Application of Performance Measurement Tools


The plethora of tools discussed for measuring the performance of the students need to be applied with diligence in an appropriate manner in order to achieve a higher level of performance from students. The application of the tools is a stage in which a lot of educational bodies fail and it affects the entire group of students. It is a crucial part of enhancing performance which require a certain amount of tact on the part of the schools. This makes it a governing factor to determine the application methods of these performance measurement tools and how it can lead to a better display of performance from students. (Jacob & Rockoff, 2011)

To apply the performance measurement tools in a correct manner, it is important to gain an insight regarding the purpose behind the measurement of performance in students. The performance of a student is not to be measured solely on grounds of academic performance but also the student’s physical health and tendency to produce healthy emotions. The array of tools utilized to measure performance I students are motivation, constant assessment and optimized time allocation.



The first tool to measure and enhance performance among students is motivation. Motivation is a well-known tool for enhancing the performance of an individual but utilizing motivation among school students requires a completely different approach. Students do realize that getting better grades is important as any other aspect of study and the students also tend to have a will to improve upon that but they do not know the answer to “How?”. It is instrumental to keep in mind the perspective of a student. Students work towards a subject or a topic if they recognize the importance of learning a particular subject and recognize the area of application regarding what they are studying.

This activity requires the teachers to include a few points during the introduction of every new concept a separate section related to application of the concepts in real life. (Pintrich & Groot, 1990) This will lead the students to actively participate in class and gain self-motivation to learn a particular subject or chapter. This factor is recognized as recognizing the belief of students about the importance and interest of the task.

There is also a component related to expectancy in the mix. This aspect depicts the need for the student to realize that he/she is capable of doing the task. To effectively establish that into the minds of students, teachers should illustrate that how the task assigned is easy to execute and certain approaches to take in which the task can be completed. (Cruise & Graham, 2014) This exudes confidence among students to approach the given task with confidence. This is direct application of motivation into the minds of the students.

Constant Assessment


The term assessment is always present when schools or education systems are being discussed but it is important recognize that assessment is just not limited to measurement of test scores. Assessment of a student’s performance is to be done on a qualitative as well as physical level. The approach of a student towards aspects of life and education in general are decisive factors to recognize the true performance of a student on multiple levels. This requires a shift in the mindset of teachers regarding the assessment of students.

Another factor to consider is that the frequency of assessments do have an impact on the approach of students over working for assigned tasks. If the students are assessed just once or twice in year, the students will tend to perform only during the period of tests and not otherwise preventing all round development. (Black & Wiliam, 1998) This requires the schools to include more tests in the schedule. Inclusion of chapter-wise tests, concept wise tests or predefined monthly or weekly tests are the best manner to regularly assess the performance of students. This step will cause the students to constantly keep check of his/her performance and will get regular feedback of improving the performance further. (Baum, 2011)

The method of assessments is also to be taken into account for effectively measuring and improving the performance of students. It has been observed in various number of studies that the implementation of formative assessments reduces student stress and can be used to derive an accurate determinant of the student’s performance. Formative assignment is a form of informal assessment of students to learn about the student’s understanding about subject. (Oberg, 2011)  It can be used to accurately determine the progress of a student. This requires the students to know how they can improve.  Teachers need to constructively reform their approach towards assessing students to develop formative assessment.

Optimized Time Allocation


Time Allocation is a multifunctional tool which can be utilized both at a student level as well as school level to increase performance. At a student level it is important to impart the knowledge about revising being the key to retain knowledge gained for the maximum amount of time which increases performance at a grade level. This time allocation at the school level can be applied by advising the students as well as parents (at parent teachers meet).

Time allocation at a school level is a far more effective step which a ground level step. It can be difficult to implement but has proved to be effective according to various studies at an educational as well as medical level. (Wile & Shouppe, 2011) According to sleep experts as well as physicians, adolescent teenagers are at a sleep deprived state during the better part of the morning at the regular school time of 7 A.M. Shifting the starting time of the day for students a 2 hours late has been proved to increase performance among students. This can be applied to more than one classes to support a tiered transport system. (Jacob & Rockoff, 2011)

Conclusion & Recommendations


Attainment of high performance is a priority also at student levels now due to increasing competitiveness at a global level. Challenges at an academic level provoke educational institutions to utilize performance indicators with students. It is challenging for students as well as teachers to break barriers and achieve high performance levels.

The traditional paradigm in performance measurement inside educational institutions has been through grades obtained through exams. There are other aspects to be considered in measuring performance of students and this can be adapted by considering different types of approaches which include a knowledge based approach, physical activity oriented approach and growth at an emotional level.

The key role in shaping the attitudes of students is of the educator and it also stands as a responsibility. The improved methods of skill measurement suggest a different method which takes a variety of aspects into account. The new approach towards performance measurement involves the usage of several performance measurement tools like motivation, constant assessment and optimized time scheduling to improve performance among students.

The application of these individual methods is an important aspect to consider as a theoretical concept and the execution by the educational institutions may differ and adversely affect the progress of students. The application of motivation as a tool suggests clarifying the relevance and application of concepts as well as instilling confidence among students that they are capable of doing the assigned tasks by giving clearer guidelines.

The application of constant assessment introduces the concept of formative assessment which takes qualitative aspects of imparted education into account while evaluating students. The application of constant assessment also suggests tests should be taken at frequent intervals to promote higher performance.  The application of optimized time scheduling delves into shifting of school start times at a later hour than the average of 7 or 8 A.M. by supplying a biological reason of minds not being ready to grasp and learn.

Beyond the application of these prescribed tools there are individual methods in which schools can boost the performance of students. These methods are reliant on the quality of education being imparted. The educators need to relate with the students at an emotional level and recognize the need for students to relate to the surrounding environment in order to generate a healthy set of emotions. Constructive after school activities which involve an element of playing can also boost the productivity of students. Giving breaks is also important for improving performance so breaks should be placed at an ideal interval and of an optimized duration. Focusing on a set of recommendations and analyzing the underlying causes of low performance can aid in boosting the performance of students at different levels.


Posted on

February 28, 2018

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