Table of Contents The instructional approach will manage student skills development by:
• defining performance objectives; • aligning student expectations with performance objectives; and • assessing student progress toward performance objectives (e.g., rubrics).
About the Element • This element focuses on the management of student skills development.
• Determine how explicit or deliberate the approach to assessing student progress toward performance objectives needs to be.
ჿ Explicit approaches often have supporting documents such as checklists that track progress, procedures for collecting feedback on students, and procedures for storing and retrieving information about student performance in the future.
ჿ Implicit approaches usually rely on the use of verbal feedback to the student in the moment, and/or the memory of the instructor and their experiences with the students to provide feedback after the learning experience.
ჿ Choose an approach based on what the organization needs, and students want.
• Providing formal documentation of student progress toward performance objectives is important, especially when students return for follow-up learning experiences or where progression is aimed at specific outcomes such as certification or some other credential.
• Assessing student progress can be more implicit or informal during stand-alone, short courses, or one-time learning events. This depends on the students’ expectations for what they will receive as a result of participating in the event.
• Include the use of rubrics as performance-assessment tools to formally set expectations for what students will learn, to assess learning progress, and to help record progress toward skills acquisition.
15 This Technical Support Document was produced in part through USCG grant funds to develop National On-Water Skills Standards. ©2022 United States Sailing Association. Facilitated by Think First Serve.
Element 2
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