Use the Four Dimensions of Performance in Planning Next Steps

To use the four dimensions to inform our choices about next steps. The four dimensions of performance - knowledge, fluency, independence, and range – provide a way of looking at progress that helps students think about whether or not they feel competent in their focus skill area. They may have learned well how to apply the standard in the context they were practicing in, but do they know what to do in a new situation? Without the presence of the teacher? Reflecting on these questions gives students additional information with which to make choices about next steps.


  1. Explain to the students that you're going to walk through the chart together. If there is information that the class has already gathered and discussed, it does not need to be talked about again; it can just be added to the chart.
  2. Work on one section of the chart at a time. Introduce the section and make sure that students understand what it's asking for before noting their thoughts.
  3. When finished, ask pairs to share their work.
  4. As a whole group, ask students to discuss, "What ideas does this give you about what to practice next?"

Worksheet (Word File)

What you learned: What did you learn about (X topic)? What did you learn about using (X skill)?
Where you can use it: In what new situations can you use what you learned? How will you use it?
Comfort level: How difficult will it be to do this activity again? How much help do you need?

Used in Teaching/Learning Examples:

Reading About Discipline