The Four Dimensions of Performance

Within the EFF Framework there are four key dimensions of performance that are being used to develop a performance continuum for each of the EFF standards. The EFF Assessment Consortium has chosen to focus on these four dimensions of performance because they describe not only what people know but also how well they can use what they know. When completed, the EFF assessment framework will provide descriptions of increasing performance, from novice to expert, for each of the Standards. They will enable the field to both capture the complexity of what students are capable of doing and to communicate it in a way that is easy to understand.

They are described on the chart below.

Dimensions of Performance

Observing or Assessing Learner Performance

Knowledge Base


What do learners know?

  1. What vocabulary do learners have related to the skill? related to the subject area?
  2. What content knowledge do learners have related to the skill? related to the subject area?
  3. What strategies do learners have for organizing and applying content knowledge?
  • Can learners recognize or create new relationships or connections?
  • Can learners identify information that is important to the task / problem?
  • Understand when information or concepts apply?

Fluency and Independence


How well can learners perform?

  1. How fluently can learners perform?
    • How much effort is required?
    • How consistently do learners start and finish, getting to the desired outcome?
    • How well are barriers controlled or overcome?
  2. How independently can the learners perform?
    • How much help is needed from others?
    • How much initiative is shown in getting started?
    • How often do learners generate their own strategies to complete task?

In what variety of situations can learners perform?

  1. What kinds of tasks do learners carry out?
    • How complex is the task?
    • How many different kinds of tasks can learners perform?
  2. In what contexts can learners perform?
    • in what kinds of contexts?
    • in how many different situations can learners perform?