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Identifying Evaluative Criteria What criteria, related to identified outcomes/standards and indicators, will be used to evaluate student products and performances? Do these criteria reflect the most valued elements of student performance?

Criteria for evaluating performance tasks are established using the indicators for the assessed activity(ies).

How are criteria established?

Using these indicators, proficiency levels can be established to determine the extent to which students have mastered the skills or understandings. For each set of skills or understandings, scoring tools can be developed to measure the degree of proficiency for each area. Differences in these degrees are described below.

Degrees of Understanding	Degrees of Proficiency
thorough/complete substantial partial/incomplete misunderstanding/serious misconceptions	expert advanced intermediate novice
Degrees of Frequency	Degrees of Effectiveness
usually/consistently frequently sometimes rarely never	highly effective effective moderately effective minimally effective ineffective

These degrees can be used in scoring tools to assess the achievement of students on a given task.

CLICK HERE for more information on rubrics, rules, and keys.

Excerpted from Designing Performance Assessment Tasks,
Maryland Assessment Consortium, 1995.

Design Process Steps | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8

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