How to rate your performance: 13 steps

Table of contents:

How to rate your performance: 13 steps
How to rate your performance: 13 steps

Grading is much easier when there are multiple choices. But an essay? Presentations? Projects? When subjectivity is added to this mixture, this task becomes a little more difficult. Learn to create comprehensive grading criteria for multipart assignments that will help you navigate the grading process, which will also show them their weaknesses, which need to be given additional attention, and what they actually received the grade for. You can choose your grading criteria, define a point score, and use a performance rating to facilitate the assessment process. Check out the first paragraph for more information.


Part 1 of 3: Define the criteria

Make a Rubric Step 1
Make a Rubric Step 1

Step 1. Determine the objectives of the assignments

The performance rating is usually used for longer assignments or projects that consist of several sections or parts that require a certain amount of subjectivity in the assignment of grades. In other words, you will not use the performance rating for a multiple choice test, but you can use it for grading an essay or presentation. When formulating the specific goals of the project that you will be evaluating, it is best to start with the things for which you will be evaluating. Consider the following questions:

  • What is the main purpose of your certification?
  • What are the students expected to learn by completing the assignment?
  • How do you define a successfully completed assignment?
  • What makes this project stand out?
  • What is “good enough”?
Make a Rubric Step 2
Make a Rubric Step 2

Step 2. List all components of the project to be evaluated

Before proceeding with the classification, consider the grades that cover the content and parts of those points that are graded higher. Typically, there are two main categories of components that you will need to define in order to complete a full grade rating, depending on the assignment being graded: content and presentation.

  • Content of components, refer to the actual content of the assignment and the quality of what the student completed. This includes things like:

    • Manner of presentation
    • Interaction with the topic of the course and the purpose of the study
    • Argumentation or thesis
    • Structure
    • Creative ingenuity and expression
  • Process components - the individual steps that the student must take to complete the assignment. These include:

    • Title page, name and date
    • Required time and volume
    • Registration
Make a Rubric Step 3
Make a Rubric Step 3

Step 3. Keep the ranking simple

Should I give points for students' use of transition phrases? Breath control during their speech? The quality of the binding used? Try to choose a reasonable number of criteria for evaluating the stages of learning. The simpler your rating, the better. It should be comprehensive, but not overly voluminous, which may be a futile attempt for you and difficult for students to understand. Be judicious when choosing your criteria and try to leave as few categories as possible.

For example, the main criteria for evaluating an essay may include five sections, evaluate the corresponding knowledge: theses or argumentation, text structure and paragraphing, introduction / conclusion, grammar / word usage / spelling, sources / links / citations

Make a Rubric Step 4
Make a Rubric Step 4

Step 4. Focus your ranking on what you talk about in class

It doesn't make sense to add to the progress rating and assign 50 points for the presentation of the abstracts, if you have not already explained this during the class. You should use the content of your lessons to grade assignments, so use the same material when creating your grading rankings.

If you want, then you can flesh out the large and main sections in your ranking. In “thesis or argumentation”, you can add a certain number of points for thematic sentences, statements of thoughts, reasons and evidence given, depending on the grade of your students and the specific material that you used during the lessons

Part 2 of 3: Determine the Scored Indicator

Make a Rubric Step 5
Make a Rubric Step 5

Step 1. Use round numbers to make it easier for yourself

There are many ways to structure the grading system for a semester, but the simplest today is the assessment of completed assignments on the main 100 point scale. The easiest way to classify grades is in letter equivalents, the formula is simple, and students are already familiar with it. Try to assign points for each assignment that add up to 100 percent or points.

Some teachers choose to work with more complex grading systems as a way of shifting the focus away from more traditional classification and the prejudices associated with it. This is your class, but know that this will complicate the system and will likely confuse students rather than be helpful, reinforcing the impression that they are being judged subjectively by the never-ending chain of teachers' whims. Let's consider the possible disadvantages of the traditional 100-point system

Make a Rubric Step 6
Make a Rubric Step 6

Step 2. Assign a point depending on the complexity of the tasks

Some parts of the assignments will probably give you more points than others, so you should assign the values accordingly. This can be the most difficult part of the assessment and is why it can be helpful to think a little about the main objectives of the assignments and student learning. The main criteria for evaluating an essay may look something like this:

  • Theses and arguments: _ / 40

    • Statement of theses: _ / 10
    • Thematic offers: _ / 10
    • Claims & Facts: _ / 20
  • Data organization and paragraphs: _ / 30

    • Sequence of paragraphs: _ / 10
    • Smooth transitions: _ / 20
  • Introduction and conclusion: _ / 10

    • Preliminary introduction to the topic: _ / 5
    • Final summary: _ / 5
  • Error Correction: _ / 10

    • Punctuation: _ / 5
    • Grammar: _ / 5
  • Original Source & Quotes: _ / 10

    • List of used literature: _ / 5
    • Quotes in text: _ / 5
  • Alternatively, you can split the numerical values evenly to perform separate tasks, all of which can be scored equally. This type of assessment is less applicable for writing assignments, but is great for presentations or other creative projects.
Make a Rubric Step 7
Make a Rubric Step 7

Step 3. Assign alphabetic values based on the job level

It is usually convenient to have a stable grading system per semester and avoid an overly complicated system, so it is recommended to stick to letter grades based on a 100 point scale.

If you do not like the connotations with traditional letter grades, you can use terms such as “excellent,” “good,” “fair,” and “unsatisfactory,” to distinguish between grade level and inform your students about the system change

Make a Rubric Step 8
Make a Rubric Step 8

Step 4. Identify and describe the designation of letter grades

Describe each level in detail, state what the grade “means” and how students should interpret the grades obtained. Sometimes it is easier to start with the highest grade, then define the criteria that reduce the quality of the work performed to the worst grade. Determining what exactly the “C” is for is usually much more difficult than explaining what the “A” stands for. The main classification for grading an essay might look like this:

  • (100-90): the student's work meets all the criteria for the assignment, and is done in a creative and personal manner. This work even exceeds the specified criteria and shows that the student has taken additional initiative in new and creatively shaped content, structure and style.
  • B (89-80): the student's work meets the basic criteria for the assignment. At this level, the work is considered quite successful, but the structure and style could be improved.
  • C (79-70): the student's work meets most of the criteria for the assignment. Although the content, structure and style are a bit confusing and may require some revision. This work does not demonstrate a high level of originality and creativity of the student.
  • D (69-60): The work either does not meet the requirements of the assignment, or meets them very inadequately. This work requires revision, and is largely unsuccessful in content, structure and style.
  • F (below 60): The work does not meet the requirements. In general, students who have not put in enough strength to complete the assignment will receive an F.
Make a Rubric Step 9
Make a Rubric Step 9

Step 5. Arrange the performance criteria and scores in a table

Create a spreadsheet to fill out after each assignment is completed to streamline the grading process and provide students with specific explanations for their grade. This may be more useful because will direct them to problematic topics that need more attention than a score scribbled in red ink.

Place each assignment or task on a separate row, while leaving room for grading at the top of each column. List the requirements for each level under each heading. Headings should start from lowest to highest, or vice versa, depending on your preference

Part 3 of 3: Using the Grade Ranking

Make a Rubric Step 10
Make a Rubric Step 10

Step 1. Distribute the assessment criteria to your students before they begin an assignment

This is a great way to give students an idea of how they will be graded. You should probably emphasize the particular importance of this table, depending on the type of assignment, but it will still be useful for students as it is. they will have some idea of the things that you would like to see in the work and so that the students can use them as a checklist before they turn in the work to you.

Make a Rubric Step 11
Make a Rubric Step 11

Step 2. Consider allowing students to contribute to the ranking

Brainstorm and offer suggestions for classroom grading, let the students figure out how their work should be graded. Perhaps they will choose the same criteria as you, this will give them some feeling that the certification will be fair and they will have a share of confidence in their own success. It is highly recommended that you practice how to include students in your own learning.

You are still a teacher. If students agree that 99 grammar points can be awarded, interrupt the activity without completing it. But still use it as a learning opportunity. Pick a student (s) with poor spelling and ask if he (s) really wants the bulk of his (her) scores to be deducted for minor mistakes in his (her) work. They will understand what the matter is

Make a Rubric Step 12
Make a Rubric Step 12

Step 3. Evaluate the assignments and place them in the ranking

If a large batch of essays awaits you, and you understand that something is unbalanced and, perhaps, the load is too heavy, and what you planned to give to the students may distort positive grades, then this is not the right time for change and the use of uncontrolled subjective assessment. … Stick to your criteria and review them next time.

Make a Rubric Step 13
Make a Rubric Step 13

Step 4. Create a spreadsheet and show the completed progress rating to students

Determine the number of points for each category, tabulate the points in a table and familiarize students with the finished rating. Keep a copy on your papers and return the individual grading charts to each student. Take time to talk to students about their academic performance if they want counseling.


  • Search the Internet for sites with pre-made grading ranking templates. Just enter the information according to your criteria as soon as you find a suitable template.
  • The style and appearance of the performance rating may vary depending on the type of work assessed. The rating you create should be simple and straightforward.

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