Lesson 6

Process in Developing and Using Rubrics for

Alternative Assessment
Suggested Timeframe: 6 hours

How do you develop and use rubrics for performance assessment?

UNDERSTAND
Desired Significant Learning Outcomes:
In this lesson, you are expected to:

• develop appropriate rubrics to assess students’ performance and

outputs; and
• use rubrics to assess students’ performance and output.

Significant Culminating Performance Task and Success Indicators

At the end of the lesson, you should be able to demonstrate your knowledge
and skills in developing rubrics that are most applicable to a particular student
performance and output. The following indicators will help you determine if you
are successful in developing rubrics:

Tasks Success Indicators

Developing rubrics for Come up with assessment rubrics containing
students’ performance and the essential features of a sound rubric
outputs

Prerequisite of This Lesson

The development of sound rubrics requires specific skills and experience. To
be able to perform successfully the above culminating performance tasks, you
should have background on the different types of performance assessment tasks,
understood the guidelines in designing performance tasks, and recognized the
different components of a good assessment rubric. Please refer back to Lesson 3:
Performance Assessment to fully grasp this lesson.

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 PREPARE
To get started, it is important to review your prior knowledge on the
differences between traditional and authentic assessment and how and when to
choose a particular assessment tool that is most appropriate in measuring the
learning/instructional objectives and intended learning outcomes of your subject.

What is a rubric?
A rubric is an assessment tool that specifies the performance expectations
for any kind of student work, particularly those that are not traditional in nature,
such as portfolio, outputs or projects, performances, collaborative work, and
research. Generally, it contains three essential features: (1) criteria or the aspects
of performance that will be assessed, (2) descriptors or the characteristics
associated with each criterion, and (3) performance levels that identify students’
level of mastery within each criterion.
The following are examples of student performances and outputs that can
be assessed by a rubric:

Student Performances:
1. Oral Presentations/Demonstrations
• Research paper/poster presentation
• Individual or group report
• Skills demonstration, such as baking and teaching
• Extemporaneous speech
2. Dramatic/Creative Performances
• Dance recital
• Performance in a play or musicals
• Poetry reading and interpretation
• Playing musical instruments
3. Public Speaking
• Debates
• Declamation
• Panel discussion
• Inspirational speech
4. Athletic Skills Demonstration/Competition

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Products/Outputs
1. Visual Products
• Paintings
• Collages
• Posters
• Video presentations
2. Kinesthetic Products
• Diorama
• Sculpture
• Dance recital
• Wood carvings
3. Written Products
• Essays
• Poems
• Thesis/term paper
• Movie/TV script
4. Verbal Products
• Audiotapes
• Voice recording
• Speech scripts (to inform, to persuade, etc.)

What are the different types of rubric?

Rubrics are usually classified according to two different aspects of their
composition: (1) whether the rubric considers each of the criteria one at a time or
all criteria together, and (2) whether the rubric is applicable to all similar tasks or
can only be used for a particular task. The following are the types of rubrics:

Type of Rubric Description

General/ It contains criteria that are general and can be applied across
Generic Rubric tasks. This is most convenient for teachers who do not have
the time and skills in developing different types of rubric
as they can reuse the same rubrics for several tasks or
assignments. However, the teacher may not be able to assess
accurately the student’s performance for a particular task.
For example, the same rubric that can be used to evaluate
both oral presentation and research output.

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 Task-Specific It contains criteria that are unique to a specific
Rubric performance task to be assessed. This kind of rubric is
best for instruction and formative assessment since it will
provide the students feedback on what aspects of their
performance or work need to be improved. However,
developing analytic rubrics is time-consuming for teachers.
For example, a rubric can only be used for oral presentation
and another rubric is applicable for research output.
Holistic Rubric A student’s performance or output is evaluated by applying
all criteria simultaneously, thus providing a single score based
on an overall judgment about the quality of student’s work. It
does not provide a score on each individual criterion.
One advantage of holistic rubric is that it is quick to develop
and use by the teachers. However, it does not inform
students about their specific strengths and weaknesses,
and thus, may not be as sufficient and helpful in guiding
them in improving their performance.
For example, rubric for problem solving activities which
entails scoring the student’s overall ability to solve a
particular problem or issue, and rubric for creative work
(e.g., painting), which gives an overall score for the student’s
creativity and skill.
Analytic Rubric A student’s work is evaluated by using each criterion
separately, thus providing specific feedback about
a student’s performance or product along several
dimensions. This is most applicable for assessing a complex
performance or product.
One advantage is it identifies the student’s strengths and
areas for improvement based on the criteria identified.
Scoring with an analytic rubric however would entail more
time than with a holistic rubric.
For example, rubric for research paper that requires scoring
a student’s work on different parts of the research paper,
or a rubric for chemical laboratory experiment taking into
consideration the student’s performance in every stage of
the experiment.
The following is an example of a General/Generic Rubric that can be used to
assess how a student, peer, classmate, or groupmate make a review or critique of
one’s work or performance. This is a generic rubric as this can be applied to any
type of performance tasks or outputs (e.g., research report, dance performance,
oral presentation, etc.).

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 Sample Generic Rubric for Reviewer/Critic of Performance Tasks/Outputs

Criterion Not Evident Insufficient Sufficient Excellent

1 2 3 4

Provided No/few Comments Comments Comments

meaningful/ comments or are are relevant include
relevant suggestions superficial, and suggestions
feedback to improve not appropriate; and additional
on peer’s the work, relevant, comments resources;
work, output, performance, neutral include comments
performance or output, or non- positive praise specific
comments encouraging. feedback and strengths of
might be suggestions. the work/
interpreted performance
as insulting, as well as
with little constructively
understanding address
of the assigned weaknesses
task. with alternatives
that might be
considered.

To differentiate the above with a task-specific rubric, the following example is

given below. In this rubric, the different criteria that are specific to the performance
task to be assessed are indicated.
Sample Task-Specific Rubric for Reviewer/Critic
of Performance Tasks/Outputs

Criteria Not Evident Insufficient Sufficient Excellent

1 2 3 4
Provided
meaningful/
relevant
feedback on:
– significance No/few Comments Comments Comments
of the study comments or are are include
suggestions; superficial relevant suggestions
with little and not and and additional
understanding. relevant. appropriate. resources
regarding the
construct/
problem.

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– t heoretical No/few Comments Comments Comments
basis/ comments or are are include
conceptual suggestions; superficial relevant suggestions
framework with little and not and and additional
of the study understanding. relevant. appropriate. resources
regarding the
construct/
problem.
– methods No/few Comments Comments Comments
comments or are are relevant include
suggestions. superficial and suggestions
and do not appropriate. and additional
provide resources
appropriate regarding the
suggestions construct/
on how problem.
research
should be
conducted.
– comments No/few Comments Comments Comments
in a positive, comments or are neutral include praise specific
encouraging, suggestions or non- positive strengths
and given to encouraging; feedback of the work/
constructive improve comments and performance
manner the paper; are not suggestions. as well as
comments relevant to constructively
might be the study. address
interpreted as weaknesses
insulting. with alternatives
that might be
considered.
Grade

On the other hand, examples of the holistic and analytic rubrics are presented
below.

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 Sample Holistic Rubric for Oral Presentation

Rating/Grade Characteristics

A Is very organized. Has a clear opening statement

(Exemplary) that catches audience’s interest. Content of report is
comprehensive and demonstrates substance and depth.
Delivery is very clear and understandable, uses slides/
multimedia equipment effortlessly to enhance presentation.
B Is mostly organized. Has opening statement relevant to
(Satisfactory) topic. Covers important topics. Has appropriate pace and
without distracting mannerisms. Looks at slides to keep on
track.
C Has an opening statement relevant to topic but does not
(Emerging) give outline of speech; is somewhat disorganized. Lacks
content and depth in the discussion of the topic. Delivery
is fast and not clear; some items not covered well. Relies
heavily on slides and notes and makes little eye contact.
D Has no opening statement regarding the focus of the
(Unacceptable) presentation. Does not give adequate coverage of topic. Is
often hard to understand, with voice that is too soft or too
loud and pace that is too quick or too slow. Just reads slides,
slides too much text.

Sample Analytic Rubric for Oral Presentation

4 3 2 1
Standards
Exemplary Satisfactory Emerging Unacceptable
Organization Has a clear Has opening Has opening Has no
opening statement statement opening
statement that is relevant to topic statement
that catches relevant to and but does or has an
audience’s topic and not give outline irrelevant
interest, gives outline of speech, is statement,
maintains focus of speech, somewhat gives listener
throughout, is mostly disorganized. no focus or
summarizes organized, outline of the
main points. provides presentation.
adequate
“road map”
for the
listener.

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Content Demonstrates Covers Lacks content Does not give
substance topic, uses and depth in adequate
and depth, is appropriate the discussion of coverage of
comprehensive, sources, is the topic, lacks topic, lacks
shows mastery objective. resources. sources.
of material.
Delivery Has natural Has Delivery is fast, Is often
delivery, appropriate some items not hard to
projects pace, has no covered well, not understand,
enthusiasm, distracting understandable. has voice that
interest, and mannerisms, is too soft or
confidence, is easily too loud, has
report can be understood. a pace that
understood is too quick
well. or too slow,
demonstrates
one or more
distracting
mannerisms.
Use of media Uses slides Looks at Relies heavily Just reads
effortlessly slides to on slides and slides, slides
to enhance keep on notes, makes too much text.
presentation, track, little eye contact,
has an effective uses an uses slides with
presentation appropriate many texts.
without media. number of
slides.

Response to Demonstrates Shows Answers Cannot

Questions full knowledge ease in questions answer most
of topic, answering but not questions,
explains and questions convincingly/ Demonstrates
elaborates on but does not vague or unclear. little grasp of
all questions. elaborate. information,
has
undeveloped
or unclear
answers to
questions.
GRADE

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What are the characteristics of a good rubric?
A good rubric should have the following qualities:
1. Explicit. A good rubric should contain criteria and performance indicators
that are clear, concrete, and observable as well as relevant and applicable
to the performance task to be assessed. Each benchmark and point value
should also have clearly delineated indicators, differentiating the expected
quality of work for each performance level.
2. Aligned. A good rubric should contain criteria that are aligned with the
expected quality of performance for a particular task or assignment, as well
as with the intended level of learning outcomes in the subject.
3. Authentic. A good rubric should include criteria and performance indicators
or descriptors that are meaningful and require application of real-life skills.
4. Valid. A good rubric should be able to measure what it intends to measure.
5. Diagnostic. A good rubric should be able to communicate to the students
what are expected of them in the course, allow them to reflect on their
performance, and provide them opportunities to improve on areas that they
did not do well.

What are the basic steps in developing rubrics?

There are five basic steps in developing rubrics for assessing students’
performance and product (Figure 6.1).

Figure 6.1. Steps in Rubric Development

Step 1: Determine the learning outcome and the performance task to be

evaluated.

It is important to be clear about the learning outcome/s and the specific

performance task that will be evaluated. Choose tasks that are essential (i.e., aligned
with desired learning outcomes), authentic (i.e., involves meaningful and real-life
application of skills), complex (i.e., contains numerous possibilities for application,
extensions, and connections of knowledge and skills), feasible (i.e., can be done
given the time constraints and availability of resources), and measurable (i.e., it can
be observed and measured).

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 To guide you in identifying the performance task/s that you want to be
evaluated, ask yourself the following questions:
1. What learning outcome/s are to be evaluated?
2. Which student performance/s or output/s in the subject are relevant
measures of such students’ learning outcomes?
3. Are all of these tasks equally important?
4. Which is the best representation of the expected learning outcomes?

Step 2: Identify the quality attributes or indicators of the performance task.

Next, you need to identify and list all possible attributes or indicators of a
good performance. This can be based from your own expectations and benchmark
exemplars of work that reflect key standards. You may explore and specify the skills,
knowledge, and or behavior that you will be looking for to describe the standard in
one’s performance. Be sure to limit the characteristics that are important.

Step 3: Determine the criteria or dimensions.

Cluster the list of attributes and or indicators into possible groups or categories
and label the categories. This will form the criteria for assessment. For example,
in a dance performance task, all attributes that pertain to how well the students
execute the dance in terms of movement, body position, placement in stage, and
dance style can be grouped under the criterion “Technical Skills”. You can also
include criteria in terms of the components of a performance task. For example,
for a research report rubric, you can include as criteria the different parts of a
research, such as introduction, method, data gathering and analysis, conclusion,
and recommendations. Likewise, for a chemistry laboratory report, you can include
as dimensions introduction, materials/equipment, procedure, data, results, and
analysis. Keep in mind that only relevant criteria should be included in the rubric.
You also need to determine what type of criteria (i.e., content, process, quality, or
impact) and rubric (i.e., holistic, analytical, general, or task-specific) will be used.

Step 4: Determine the benchmarks and point values.

A number of descriptors can be used to denote the levels of performance
(with or without accompanying symbols for letter or number grades). Examples
of levels of performance include:

Substantially
Level 4 Exemplary Distinguished Outstanding
Developed
Level 3 Accomplished Proficient Mostly Developed Proficient
Level 2 Developing Apprentice Developed Acceptable
Level 1 Beginning Novice Underdeveloped Unacceptable

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Step 5: Write the benchmark or performance descriptors for quality work criteria.
It is important that the behaviors, characteristics, or qualities that illustrate
or exemplify each performance level are clear and delineated. These performance
descriptors should describe the relative differences between performances at
each level. The differences between performance points can be presented by:

(1) aspects of performance or behavior at different levels

e.g., evaluates the different characteristics of… (4 points)
analyzes the different characteristics of... (3 points)
describes the different characteristics of… (2 points)
lists the different characteristics of… (1 point)

(2) adjectives, adjectival phrases, adverbs and adverbial phrases

to present different qualitative differences between levels

e.g., explains to a very great extent the …

explains to a great extent the …
explains with moderate accuracy the …
explains with limited accuracy the …

(3)  umeric references to identify quantitative differences

n
between levels

e.g., gives more than 4 relevant examples of…

gives 3–4 relevant examples of the…
gives 1–2 relevant examples of the…
gives no (0) relevant examples of the …

(4) degrees of assistance needed by the student to complete the

task

e.g., explains the topic correctly and independently on his own

explains the topic with very little assistance from the teacher or
classmates
explains the topic with occasional assistance from the teacher
or classmates
needs assistance from the teacher or classmates in explaining
the topic most of the time

How can you make rubric useful to your students?

Rubric is an important component in the teaching-learning process. It
does not only help teachers in assessing students’ work through application of
consistent standards and in identifying the gaps in their learning, but it also makes

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students aware of what are expected of them in relation to the assessment tasks
in particular and the subject as a whole, of how they will be graded, and eventually
of how well they are meeting these expectations.
Thus, to make the rubric more relevant and useful to the students, it is
important for teachers to:
1. prepare the rubric and make it available to students before they begin with the
assigned tasks to inform them the requirements, criteria, and expectations
so as to guide them in carrying out their tasks;
2. develop rubric with performance descriptors that are clear and easily
understood by students;
3. present the rubric to students and allow them to give their feedback and
suggestions to improve or refine it;
4. if possible, involve students in the creation of rubric to enhance their
motivation, engagement, and self-regulation; and
5. orient the students on how to effectively use the rubric, especially those that
are used for self-assessment and peer-assessment.

DEVELOP
Let us review what you have learned about creating rubrics.
1. What is a rubric?
2. What are the different types of rubrics?
3. What are the characteristics of good rubrics?
4. What are the basic steps in developing rubrics for assessing students’
performance and product?
To be able to check whether you have learned the important information
about creating rubrics, please complete the following graphical representation:

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 APPLY
By now, you are ready to create rubrics to assess your students’ learning
outcomes. Let us apply what you have learned by creating a rubric for the subjects
that you are currently teaching.
For each subject, describe performance task to be evaluated, identify
the indicators of the performance task, develop the criteria, determine the
benchmarks and point values, and write the performance descriptors for quality
work criteria. It is important that you have a rubric for every learning outcome
that you want to evaluate.
An example below illustrates the steps in making a rubric for baking chocolate
cookies that can be used in Technology and Livelihood Education (TLE) subject.
1. Determine the learning outcome and the performance task to be
evaluated.
• Baking chocolate cookies
2. Identify the indicators of the performance task.
• Ability to bake delicious, crispy at edges but soft and chewy in the middle,
visually appealing chocolate chip cookies
3. Determine measurable criteria.
• Number of chocolate chip cookies
• Texture
• Color
• Taste
• Richness
4. Determine performance benchmarks and point values.
• Very Good (4)
• Good (3)
• Needs Improvement (2)
• Poor (1)
5. Write the benchmark or performance descriptors for quality work
criteria.

Benchmark & Point Values Performance Descriptors

4 - Very Good • Chocolate chip in every bite
• Chewy in the middle and crispy on the edges
• Golden brown
• Home-baked taste
• Rich, creamy

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3 - Good • C hocolate chips in about 75 % of the bites
taken
• Chewy in the middle, but soft on the edges
• Either brown from overcooking, or light from
being 25% raw
• Medium in richness and fat content
2 - Needs Improvement • Chocolate chips in 50 % of the bites taken
• Texture is crispy from overcooking and at
least 50 % uncooked
• Color is dark brown from overcooking or light
from undercooking
• Tasteless (low-fat content)
1 - Poor • Too few or too many chocolate chips
• Texture resembles a dog biscuit
• Burned
• Dry with preservative after taste (stale, hard,
chalky)

Below is the sample rubric for assessing the ability to bake chocolate cookies.

4 3 2 1
Criteria Very Good Good NI Poor
No. of Chips in every Chips in about Chips in about Too few or too
chips bite 75% of bites 50% of bites many chips
Texture Chewy in Chewy in Texture Texture
middle, crispy middle, soft crunchy or resembles a
on edges on edges 50% uncooked biscuit
Color Golden brown Either Either dark Burned
brown from brown from
overcooking overcooking
or light from or light from
being 25% raw undercooking
Taste Home-baked Quality store- Tasteless Stale, hard,
taste bought taste chalky
Richness Rich, creamy, Medium fat Low fat Nonfat
high fat contents contents contents
content

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 TRANSFER
Now that you know the steps in designing a rubric, you can now develop one
for each performance task that you intend to assess. In the development of a
rubric, take note of the following information that you need:
1. Type of rubric to use
2. Performance task to be evaluated
3. Indicators of the performance task
4. Criteria for evaluating students’ product or performance
5. Benchmarks and point values for each criterion
6. Performance descriptors to indicate the quality of performance
Please use the following template when you make a rubric for assessing a
specific performance or output in your class:

Rubric for Assessing ___________________

Type of Rubric: ___________________
Subject: _______________________________

Criteria Exemplary* Accomplished* Developing* Beginning*

(4) (3) (2) (1)

*can be changed

EVALUATE
Evaluate the performance assessment tasks and rubrics that you have
developed by using the following checklists.

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 Checklist for a Good Rubric
 Yes No

Performance Task:
1. Is the performance task aligned with desired the learning
outcomes?  
2. Does it include meaningful and real-life application of skills?  
3. Does it allow numerous opportunities for application,
extension, and connections of desired learning outcomes?  
4. Is it feasible to implement?   
5. Is it observable and measurable?  
6. Is it interesting and challenging?  

Performance Criteria:
1. Is there an appropriate number of performance criteria?  
2. Are the criteria clearly defined and indicated in the rubrics?  
3. Are the criteria relevant to the skills being measured?   
4. Are the performance criteria measurable and observable?  

Levels of Performance or Benchmark and Point Values:

1. Is there appropriate number of levels?  
2. Are the levels meaningful and suitable to the performance task?  

Performance Descriptors/Indicators:
1. Are the performance indicators clear and understandable
to the students?  
2. Are they observable and measurable?  
3. Do they appropriately describe the relative differences
between performances at each level?  

Overall:
1. Is the rubric appropriate for the performance task being assessed?   
2. Is it manageable and practical to use by students and teachers?   

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 REFLECT
1. Examine the different rubrics that you have developed for various
performance tasks that you want assessed. Do they meet the qualities of a
good/sound rubric?
2. Do the rubrics need major revisions? If yes, in which aspect of the rubrics?

Test your understanding about developing and using rubrics for non-
traditional assessment. Answer the following items:
1. What feature of the rubric identifies students’ level of mastery within each
criterion?
A. Criteria
B. Descriptors
C. Performance Level
D. Point Values
2. Ms. Cruz is planning to develop a rubric that she can use to assess her
students’ performance in an individual book review reporting and in group
oral presentation for her 21st Century Literature from the Philippines and
the World class. What kind of rubric is applicable for both performance
tasks?
A. Analytic
B. General
C. Holistic
D. Task-Specific
3. Mr. Arevalo required his students in his Understanding Culture, Society, and
Politics class to write an essay on their roles as agents of social, cultural, and
political change in the country. To evaluate his students’ work, he plans to use
different criteria separately, namely, content, organization, position/stance,
development/support, and grammar, language, and mechanics. What type
of rubric should Mr. Arevalo use?
A. Analytic
B. General
C. Holistic
D. Task-Specific

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 4. What type of rubric will you use when you want a quick snapshot of your
students’ achievement or performance and when you feel that a single
dimension is enough to define the quality of their performance?
A. Analytic
B. General
C. Holistic
D. Task-Specific
5. What are the characteristics of a good rubric?




6. What are the steps in creating a rubric?





7. How can you make rubric relevant and useful to students?





SUSTAIN
Evaluate the level of your skills in designing a rubric using the following scale:

Level Performance Benchmark

Proficient I know this very well. I can teach others how to make one.
Master I can do it by myself. However, I sometimes make mistakes.
Developing I am getting there. However, I still need help to be able to perfect it.
Novice I cannot do it myself. I need help to make a good/effective test.

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 Based on your self-assessment above, choose the following tasks to help you
enhance your skills and competencies in designing a rubric:

Level Possible Tasks

Proficient Help or mentor peers/classmates who are having difficulty in
designing rubrics.
Willingly contribute or participate in the development of
rubrics for department use.
Master Examine the areas that you need to improve and address
them immediately.
Consult peers/classmates on what needs to be revised,
added, or deleted in the rubrics you have developed before
they are implemented.
Developing/ Read more books/references on how to develop rubrics.
Novice Work and collaborate with your peers/teachers/colleagues
who are teaching the same course/subject in developing a
rubric.

Educator’s Input
Assessing students’ work and performances has become a breeze for me
when I started using rubrics. I have developed a number of rubrics for different
requirements in my course. I have developed rubrics for research paper, research
proposal, oral presentation, peer or group mates’ evaluation, and other projects
or outputs. I usually make use of analytic rubric since I want to evaluate or rate
my students’ work in terms of the difference criteria that I have set. For example,
for a research paper, the rubric includes as bases for assessment the different
parts of a research paper, such as introduction, method, results, conclusion,
and recommendations. Detailed descriptions are written for each level of
performance, taking into consideration the marked characteristics that would set
each benchmark and point value from each other (e.g., from novice to expert).
On the other hand, for the rubric for oral presentation, I included the following
criteria for assessing students’ performance: organization, content, delivery,
use of media, and response to questions. I also give students opportunities to
conduct self-assessment and peer assessment using rubrics since I believe that
this will allow them to become more self-regulated learners.
When creating a rubric, I would start with the identification of the performance
task or output that would represent the best measure of my students’ learning in
the subject. For example, in my research class, my end-of-the term requirement
is a full-blown research output, which includes all the necessary components,
from introduction to recommendations and references. I identify and specify

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the attributes for each performance level, starting off with the attributes that
characterize the best performance level and down to the least acceptable
performance.
For me, the difficult part in the development of rubrics is the writing of
descriptions for each performance level. It is hard to differentiate and describe
what makes one level of performance apart from another level. For example,
how different are the characteristics of an “accomplished” from a “proficient” user
of media or visual aid materials during oral presentation? To help me with this,
I just make it a point that I include and emphasize quantity and or quality that
I expect for each level of performance as criteria and keep the elements of the
description parallel from one performance level to the next. I either use levels of
cognitive thinking, qualitative and quantitative descriptions, or extent of practice
or application as bases for delineating or differentiating the levels of performance.

Other Support Materials Available

For further information about performance assessment, you may refer to
the PowerPoint presentation on Developing and Using Rubrics for Nontraditional
Assessment.

Portfolio Assessment
Directions: Choose one (1) output in this lesson that can best show your ability
in the 21st century learning and innovation skills: critical thinking, creative
thinking, communication, collaboration, and knowledge of your content (5Cs).

What output/s in this

lesson shows you are very Chosen Output Why?
good in the following:
1.  ontent (the output
C Example: Because it reflects the
reflects understanding Constructed Table framework of the test,
of the topic discussed) of Specifications which is the
Revised Bloom’s
Taxonomy where the
six cognitive processes are
given as well as the four
dimensions of knowledge.
2.  ritical Thinking (the
C
output reflects ability to
critique/evaluate/solve
problems)
3.  reative Thinking (the
C
output reflects ability to
create new ideas)

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 4.  ommunication (the
C
output reflects ability to
express one’s ideas in
words or actions)
5.  ollaboration (the
C
output reflects ability to
work well with others)

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