ABSTRACT
This chapter describes the nature and meaning of performance indicators, their current role in the educational process and suggestions for standard-setting or benchmarking with learning outcomes. According to Krueger and Jones, what is measured by institutions is often funded by government, and what is funded is valued in educational institutions. The backdrop for greater accountability requirements relates to government officials' need for greater understanding of higher education and a change in higher education's funding priority. A shift has been occurring in the monitoring of social service agencies in general. The application of performance indicators range from economic measures to efficiency measures to effectiveness measures. The selection of performance indicators and levels of standards for performance can befuddle educators. The term 'performance measure' is a more direct term related to student learning than is performance indicator. The level of performance, sometimes referred to as standards, benchmarks, threshold or competency levels, is the added dimension beyond just simple reporting of performance indicators.
