Students must clearly explain what the goal means to them and how the included evidence relates to the particular goal. With the many innovations in assessment, new thoughts about reporting have also emerged. After implementing performance assessments, many districts redesign their reporting systems to accommodate their assessment goals or expectations. There is currently movement away from traditional letter grades to more detailed descriptors of student performance. In many districts, the report complements three-way conferencing.
Rubrics are descriptions of performance.
They are the scoring criteria and generally represent a continuum of performance. Rubrics also facilitate the alignment of portfolios with the reporting process. Self-reflection is a key strategy in assessment and evaluation. It asks students to contemplate what they created, what the experience was like, how they would evaluate their performance, and what new personal goal they could set to perform better in the future.