The first step to making performance criteria work as instructional tools in the classroom is to develop a clear idea of criteria for quality. The second is to teach these criteria to students, giving them the necessary vocabulary to think and speak like writers, communicators, and problem solvers. (MLH)

This paper presents key concepts and practical suggestions to use in evaluating three types of Title I summer programs. A description of the summer program characteristics is followed by outlines of the three evaluation designs: (1) norm referenced design; (2) criterion referenced design; and (3) comparison group design. The techniques, procedural…

Good performance criteria can and must help define educational goals and serve as an instructional tool in the classroom. The rationale for considering instructional usefulness when designing performance criteria begins with the proposition that clearly stated performance criteria are excellent instructional tools. It is also apparent that…