Such a proficiency level could be achievement of all the criteria required for a scoring level, or it could be a set number of points achieved by combining scores for each feature on the rubric. In the fullest sense a prompt is the directions which ask the student to undertake a task. Prompts should include the context of the situation, the problem to be solved, the role the student takes, and the audience for the product or performance. Of particular importance for performance assessment is inter-rater reliability. It is the estimate of the consistency of the ratings assigned by two or more raters because they agree on the criteria used to evaluate the performance.
Assessments always have only one score.
Each score is recorded as a positive number, with a larger numerical value implying a better result. Scales may combine several traits within a feature. Scoring levels on the scale are assigned points, each level specifying the characteristics of the quality of content or skills needed to attain the points. The intent is to teach students to monitor their own learning continuously. Equivalent scores are then produced for comparisons of an individual score to the norm group's performance.