Performance measurement in education

Performance measurement in education

Performance measurement in education– Performance measurement has been defined by Neely as ―the process of quantifying the efficiency and effectiveness of past actions, while Moulin] defines it as “the process of evaluating how well organizations are managed and the value they deliver for customers and other stakeholders”. Discussion on the relative merits of these definitions appeared in several articles in the newsletter of the Performance Management Association.

Good performance is the criterion whereby an organization determines its capability to prevail. Performance measurement estimates the parameters under which programs, investments, and acquisitions are reaching the targeted results. However, a model for performance set faulty may depict a disadvantageous situation which does not support the organization nor the thriving to the set aims.

All process of measuring performance requires the use of statistical modeling to determine results. A full scope copy of the performance of an organization can never be obtained, as generally some of the parameters cannot be measured directly but must be estimated via indirect observation and as a complete set of records never delivers an assessment without compression to key figures.

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