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Choosing proficiency levels and scales

This section helps you build a framework for assessing student work against course objectives. Before you pick level names, it helps to see how proficiency-based rubrics differ from point grids.

Consider a traditional grid rubric (criteria in rows, point columns across the top). Each cell is worth a fraction of the assignment total.

In proficiency-based grading, each row still represents a criterion—but those criteria come from your course objectives. Each column is a proficiency level: a named band that describes how much evidence the work shows for that objective.

What is a proficiency level?​

A proficiency level is one column in the rubric: a discrete category with a name (for example, Satisfactory or Not Yet) and a short description of what that level means for work in this course.

Levels are defined generically because the same scale applies across many objectives. Example:

Example proficiency level

Satisfactory The work shows evidence of conceptual understanding and can benefit from additional application or polish.

Good descriptions focus on evidence in the work, not traits of the student. Growth-oriented wording matters: “can benefit from additional polish” invites revision; “lacks comprehension” shuts it down.

What is a proficiency scale?​

A proficiency scale (sometimes called a level scheme) is the ordered set of levels you use together—your performance gradient for a family of objectives.

How many levels per scale?​

You need at least two levels. Many courses land around four or five; more than that can blur together for students and instructors. Choose what your objectives actually need.

Sample scales​

Two levels

  • Complete Work completed with effort, intention, and conceptual understanding.
  • Incomplete Work not finished or not yet attempted.

Three levels

  • Satisfactory Work shows evidence of conceptual understanding and effortful engagement.
  • Not Yet Work shows growing understanding and could benefit from additional application or polish.
  • Unassessable Work does not yet provide enough evidence to assess.

Four levels

  • Exemplary Work shows exceptional attention to detail on the objective.
  • Satisfactory Work shows conceptual understanding and can benefit from additional polish.
  • Not Yet Work shows growing understanding that can be strengthened with practice.
  • Unassessable Work does not yet provide enough evidence to assess.

Five levels — add On Track and Early Stages between Satisfactory and Unassessable when you need finer staging for complex skills.

Excused as a practical level

Many courses add Excused to a scale: work is not required to provide evidence for this objective (extra credit not attempted, excused absence from participation, etc.).

How many scales per course?​

Prefer one or two scales. More than two confuses students and makes grade calculations harder to explain.

A common pattern:

  • A four-level scale (Exemplary, Satisfactory, Not Yet, Unassessable) for content and quality objectives.
  • A two-level scale (Complete, Incomplete) for effortful-engagement objectives.

Configure scales in TeachFront under Course Settings → Proficiency scales (see Course settings overview).

Looking forward​