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At the Islamic University (IU) in Madinah, Faculty of Engineering have developed through several sessions of departmental meetings a comprehensive electronic database of specific performance criteria covering all phases of the syllabi for different courses offered within the curriculum. A good percentage of the performance criteria have also been incorporated into the electronic database from the QIYAS handbook, (2014) of nationally standardized learning outcomes for several engineering specializations. However roughly less than 20% of the QIYAS performance criteria were actually utilized for measurement since most of the QIYAS performance criteria are of an advanced level while a minority are futuristic (QIYAS handbook, 2014). Learning outcomes and performance criteria progressing from elementary to advanced levels should be measured at the course levelfor all courses spanning the entire educational curriculum.Performance criteria should be specific to collect precise learning outcome information related to various topics, phases of a curriculum while addressing various levels of proficiency of a measured skill. Figure below indicates examples from civil engineering (CE) statics and electrical engineering (EE) electric circuits courses where specific performance criteria are utilized to isolate certain critical skills for measurement which are a subset of the total skills associated with the corresponding course learning outcomes.
A design flow for holistic learning outcomes and their performance indicators is shown at the course level in Figure below.
Measurement of these performance indicators will result in a comprehensive database of learning outcome information which will provide a thorough analysis of each phase of the education process and a comparatively easier mechanism for early detection of the root cause of student performance failures at any stage of student’s education. Therefore any performance failure in a course in an advanced or elementary level of education in a given curriculum could be remediated through targeting improvement in some associated or basic skills learning process in the same course or some other related course. This approach would enable scientific and timely regulation of the teaching and learning process for holistic improvement of student performance failures ultimately resulting in a very high degree of learning outcomes achieved by the students