All assessments and rubrics should be focused on performance, not surface features or parts of the product being assessed.
Indicator language should focus on candidate performance, demonstration of what they know (knowledge) and are able to do (skills). Performance levels should be performance-based using observable behavioral terms.
Indicators should focus on quality of candidate performance, not quantity; should reflect the degree of difficulty or quality of effort; and should be well defined and should provide raters with explicit guidelines. Indicators should be observable, avoiding words like “some,” “all,” “satisfactory,” and other ambiguous words.
The assessment and the rubric should be designed to require observers/raters to make judgements on “consequential attributes” of candidates’ performance.