Match evaluative terms to expected learning outcomes. While mastery of a concept or skill is always the most desired outcome, teachers know that student performance will vary. Teachers should determine the levels of student performance that correspond to the outcomes being assessed and then incorporate appropriate terminology into the rubric. For example, student performance levels might consist of: needs improvement, satisfactory, good, and exemplary; or novice, proficient, accomplished. Be certain students understand the evaluative terms and how each is applied to the rubric criterion.