Carrying out or completing an activity or production which displays a student's knowledge and ability through demonstration.
A demonstration of student-applied knowledge and abilities, usually by presenting students with a task or project and then observing, interviewing, and evaluating their solutions and products to assess what they actually know and can do.
The goal of work related learning; productivity; results.
An indicator of how well a student understands the content covered within a segment of a CCC course. Reasonable performance is an acceptable range within which learning occurs. For MCS, 90% or greater of skills mastered is reasonable performance. For strands reading courses (RR,IR,RW), 60% of higher overall percentage is reasonable performance.
One of the three required parts of a properly composed learning objective. Observable and measurable actions that should be demonstrated by the learner after the completion of training are detailed in the performance statement.
The goal of learning. AKA productivity, results. It's relative to context. Decide what constitutes performance, then design the learning to support it.
Overt behavior, as distinguished from knowledge or information not translated into action. The distinction is important in theories of learning.