FAQ’s
Learning Goals and Performance Scales
1. Q: What is the process for creating a learning goal and a performance scale (LG&PS)?
A: Follow the steps provided in the LG&PS creation process document. Level 3 on the scale is the target
learning goal, or the standard(s), and the remainder of the scale consists of the learning targets needed to
achieve mastery, i.e. Level 1 and Level 2, or to extend learning beyond the target learning goal (Level 4).
2. Q: Where can I find resources for the creation of LG&PS?
A: Resources for developing LG&PS can be found on the Talent Development website by using the
following link. http://www.broward.k12.fl.us/talentdevelopment/html/evaluation/lgps.html
3. Q: Why isn’t there a published list of LG&PS?
A: LG&PS are developed based on the complexity of the standard(s) being assessed as well as the needs of
students in a classroom. Just as a teacher would create lesson plans based on the needs of their students,
LG&PS also need to be created based on the needs of students.
4. Q: Is it possible to create a learning goal and performance scale which contains multiple standards?
A: Yes, in fact, many standards are related standards and are not taught in isolation. A teacher has the option
of creating a learning goal and performance scale for one key standard, or they may cluster key standards
that they are planning to intentionally teach and assess together. Follow the same learning goal and
performance scale creation process as when creating a learning goal and performance scale for a single
standard. The Level 3 on the scale would consist of the target learning goal, or cluster of key standards, that
are being taught and assessed.
5. Q: What is the difference between a Learning Goal and a Learning Target?
A: A learning goal takes a course standard(s) that may take students weeks, months, or even all year to
master and is chunked into targets (scales or progress points) that guide students toward successful mastery.
Learning targets identify the precise “chunk” of the content students are expected to master. The learning
targets are determined by deconstructing the standard and identifying the key process or skills needed to
master the standard.
6. Q: When creating a performance scale, can a standard from the grade level above or grade level
below be included?
A: A performance scale should be created based on new content standard(s), specific to the course. Students
may have gaps in previous grade level knowledge/skills which would require remediation; however, the
performance scale would only reflect those skills and concepts needed to master the target learning goal.
Level 4 on the performance scale is an extension or enrichment beyond what was taught, yet still specific to
the grade level standard and/or course.
Office of Talent Development Employee Evaluations Department 10/2015 7. Q: What should be used to determine if students have mastered the standard?
A: Use appropriate research-based instructional strategies to design learning activities that are aligned to the
target learning goal. Example products could include; an observational checklist, an assessment such as a
quiz or test, a performance task such as an oral presentation, a project, or written work that is scored using a
rubric. Student evidence should be content specific and measurable.
8. Q: What needs to be posted or referred to during instruction for learning goals and performance
scales?
A: The key to learning goals and scales being successful is to have them accessible to students. This may
look differently from classroom to classroom and from school to school. The important pieces are for
teachers to
a. Determine the best method of making the LG&PS accessible to students and develop a procedure for
doing so, such as having it posted in the classroom in a designated area, having it projected during a
lesson presentation, or providing a copy for students to keep in an academic binder/notebook for
reference.
b. Identify what the expectations are for their grade level, at their particular school, so that all
stakeholders are informed and are in support of the implementation.
9. Q: What is the difference between a rubric and a scale?
A: For clarification purposes, consider a rubric as a scoring tool. It outlines specific criteria for a task or an
assignment, which can be correlated for a grade, or a score. A scale is a tool that defines a level of
performance in relation to learning goals. It helps students and teachers determine the level of proficiency as
it relates to the standard(s).
10. Q: Should there be a Learning Goal and Performance Scale for each day?
A: The length of use for a LG&PS is dependent upon the depth of the standard and the needs of the
particular students within the class. When deconstructing a standard, determine the key terms, skills, and
processes needed to master the standard, or go beyond what is taught. The time frame for this process will
vary.
11. Q: If all the students pass the assessment, does that indicate that they moved up the scale?
A: Movement on a scale is done on an individual basis, not as a whole group. The key determining factor
for movement on the scale is in the student evidence piece. A level of mastery for each task or assignment
given must be identified in order to determine proficiency.
12. Q: How is student's progression along the performance scale monitored?
A: Tracking student progress is a key piece in the successful use of LG&PS. In order to track progress,
determine ahead of time what student evidence will be used for each learning target identified within the
performance scale. Design appropriate activities/assignments for which demonstration of mastery can be
determined and ensure that the student evidence is in line with the expectations of the learning goal.
Office of Talent Development Employee Evaluations Department 10/2015