Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

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Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

  • What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
  • Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
  • What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
  • How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

  • Can p lace an emphasis on what learners can demonstrate rather than what they cannot
  • Save grader time by minimizing the number of evaluations to be made for each student
  • Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

  • Provide less specific feedback than analytic/descriptive rubrics
  • Can be difficult to choose a score when a student’s work is at varying levels across the criteria
  • Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

  • Provide detailed feedback on areas of strength or weakness
  • Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

  • More time-consuming to create and use than a holistic rubric
  • May not be used consistently across raters unless the cells are well defined
  • May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

  • Easier to create than an analytic/descriptive rubric
  • Perhaps more likely that students will read the descriptors
  • Areas of concern and excellence are open-ended
  • May removes a focus on the grade/points
  • May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

  • Collaborate with co-instructors, teaching assistants, and other colleagues
  • Brainstorm and discuss with students
  • Can they be observed and measured?
  • Are they important and essential?
  • Are they distinct from other criteria?
  • Are they phrased in precise, unambiguous language?
  • Revise the criteria as needed
  • Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

  • Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
  • How many levels would you like to include (more levels means more detailed descriptions)
  • Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
  • Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

  • Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
  • You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
  • For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

  • Describe observable and measurable behavior
  • Use parallel language across the scale
  • Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

  • Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

  • Limit the rubric to a single page for reading and grading ease
  • Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
  • Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
  • Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
  • Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
  • Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

Example of a holistic rubric for a final paper, single-point rubric, more examples:.

  • Single Point Rubric Template ( variation )
  • Analytic Rubric Template make a copy to edit
  • A Rubric for Rubrics
  • Bank of Online Discussion Rubrics in different formats
  • Mathematical Presentations Descriptive Rubric
  • Math Proof Assessment Rubric
  • Kansas State Sample Rubrics
  • Design Single Point Rubric

Technology Tools: Rubrics in Moodle

  • Moodle Docs: Rubrics
  • Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

  • Google Assignments
  • Turnitin Assignments: Rubric or Grading Form

Other resources

  • DePaul University (n.d.). Rubrics .
  • Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
  • Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
  • Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
  • Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

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7 Steps for How to Write an Evaluation Essay (Example & Template)

In this ultimate guide, I will explain to you exactly how to write an evaluation essay.

1. What is an Evaluation Essay?

An evaluation essay should provide a critical analysis of something.

You’re literally ‘evaluating’ the thing you’re looking up.

Here’s a couple of quick definitions of what we mean by ‘evaluate’:

  • Merriam-Webster defines evaluation as: “to determine the significance, worth, or condition of usually by careful appraisal and study”
  • Collins Dictionary says: “If you evaluate something or someone, you consider them in order to make a judgment about them, for example about how good or bad they are.”

Here’s some synonyms for ‘evaluate’:

So, we could say that an evaluation essay should carefully examine the ‘thing’ and provide an overall judgement of it.

Here’s some common things you may be asked to write an evaluation essay on:

This is by no means an exhaustive list. Really, you can evaluate just about anything!

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2. How to write an Evaluation Essay

There are two secrets to writing a strong evaluation essay. The first is to aim for objective analysis before forming an opinion. The second is to use an evaluation criteria.

Aim to Appear Objective before giving an Evaluation Argument

Your evaluation will eventually need an argument.

The evaluation argument will show your reader what you have decided is the final value of the ‘thing’ you’re evaluating.

But in order to convince your reader that your evaluative argument is sound, you need to do some leg work.

The aim will be to show that you have provided a balanced and fair assessment before coming to your conclusion.

In order to appear balanced you should:

  • Discuss both the pros and cons of the thing
  • Discuss both the strengths and weaknesses of the thing
  • Look at the thing from multiple different perspectives
  • Be both positive and critical. Don’t make it look like you’re biased towards one perspective.

In other words, give every perspective a fair hearing.

You don’t want to sound like a propagandist. You want to be seen as a fair and balanced adjudicator.

Use an Evaluation Criteria

One way to appear balanced is to use an evaluation criteria.

An evaluation criteria helps to show that you have assessed the ‘thing’ based on an objective measure.

Here’s some examples of evaluation criteria:

  • Strength under pressure
  • Longevity (ability to survive for a long time)
  • Ease of use
  • Ability to get the job done
  • Friendliness
  • Punctuality
  • Ability to predict my needs
  • Calmness under pressure
  • Attentiveness

A Bed and Breakfast

  • Breakfast options
  • Taste of food
  • Comfort of bed
  • Local attractions
  • Service from owner
  • Cleanliness

We can use evaluation criteria to frame out ability to conduct the analysis fairly.

This is especially true for if you have to evaluate multiple different ‘things’. For example, if you’re evaluating three novels, you want to be able to show that you applied the same ‘test’ on all three books!

This will show that you gave each ‘thing’ a fair chance and looked at the same elements for each.

3. How to come up with an Evaluation Argument

After you have:

  • Looked at both good and bad elements of the ‘thing’, and
  • Used an evaluation criteria

You’ll then need to develop an evaluative argument. This argument shows your own overall perspective on the ‘thing’.

Remember, you will need to show your final evaluative argument is backed by objective analysis. You need to do it in order!

Analyze first. Evaluate second.

Here’s an example.

Let’s say you’re evaluating the quality of a meal.

You might say:

  • A strength of the meal was its presentation. It was well presented and looked enticing to eat.
  • A weakness of the meal was that it was overcooked. This decreased its flavor.
  • The meal was given a low rating on ‘cost’ because it was more expensive than the other comparative meals on the menu.
  • The meal was given a high rating on ‘creativity’. It was a meal that involved a thoughtful and inventive mix of ingredients.

Now that you’ve looked at some pros and cons and measured the meal based on a few criteria points (like cost and creativity), you’ll be able to come up with a final argument:

  • Overall, the meal was good enough for a middle-tier restaurant but would not be considered a high-class meal. There is a lot of room for improvement if the chef wants to win any local cooking awards.

Evaluative terms that you might want to use for this final evaluation argument might include:

  • All things considered
  • With all key points in mind

4. Evaluation Essay Outline (with Examples)

Okay, so now you know what to do, let’s have a go at creating an outline for your evaluation essay!

Here’s what I recommend:

4.1 How to Write your Introduction

In the introduction, feel free to use my 5-Step INTRO method . It’ll be an introduction just like any other essay introduction .

And yes, feel free to explain what the final evaluation will be.

So, here it is laid out nice and simple.

Write one sentence for each point to make a 5-sentence introduction:

  • Interest: Make a statement about the ‘thing’ you’re evaluating that you think will be of interest to the reader. Make it a catchy, engaging point that draws the reader in!
  • Notify: Notify the reader of any background info on the thing you’re evaluating. This is your chance to show your depth of knowledge. What is a historical fact about the ‘thing’?
  • Translate: Re-state the essay question. For an evaluative essay, you can re-state it something like: “This essay evaluates the book/ product/ article/ etc. by looking at its strengths and weaknesses and compares it against a marking criteria”.
  • Report: Say what your final evaluation will be. For example you can say “While there are some weaknesses in this book, overall this evaluative essay will show that it helps progress knowledge about Dinosaurs.”
  • Outline: Simply give a clear overview of what will be discussed. For example, you can say: “Firstly, the essay will evaluate the product based on an objective criteria. This criteria will include its value for money, fit for purpose and ease of use. Next, the essay will show the main strengths and weaknesses of the product. Lastly, the essay will provide a final evaluative statement about the product’s overall value and worth.”

If you want more depth on how to use the INTRO method, you’ll need to go and check out our blog post on writing quality introductions.

4.2 Example Introduction

This example introduction is for the essay question: Write an Evaluation Essay on Facebook’s Impact on Society.

“Facebook is the third most visited website in the world. It was founded in 2004 by Mark Zuckerberg in his college dorm. This essay evaluates the impact of Facebook on society and makes an objective judgement on its value. The essay will argue that Facebook has changed the world both for the better and worse. Firstly, it will give an overview of what Facebook is and its history. Then, it will examine Facebook on the criteria of: impact on social interactions, impact on the media landscape, and impact on politics.”

You’ll notice that each sentence in this introduction follows my 5-Step INTRO formula to create a clear, coherent 5-Step introduction.

4.3 How to Write your Body Paragraphs

The first body paragraph should give an overview of the ‘thing’ being evaluated.

Then, you should evaluate the pros and cons of the ‘thing’ being evaluated based upon the criteria you have developed for evaluating it.

Let’s take a look below.

4.4 First Body Paragraph: Overview of your Subject

This first paragraph should provide objective overview of your subject’s properties and history. You should not be doing any evaluating just yet.

The goal for this first paragraph is to ensure your reader knows what it is you’re evaluating. Secondarily, it should show your marker that you have developed some good knowledge about it.

If you need to use more than one paragraph to give an overview of the subject, that’s fine.

Similarly, if your essay word length needs to be quite long, feel free to spend several paragraphs exploring the subject’s background and objective details to show off your depth of knowledge for the marker.

4.5 First Body Paragraph Example

Sticking with the essay question: Write an Evaluation Essay on Facebook’s Impact on Society , this might be your paragraph:

“Facebook has been one of the most successful websites of all time. It is the website that dominated the ‘Web 2.0’ revolution, which was characterized by user two-way interaction with the web. Facebook allowed users to create their own personal profiles and invite their friends to follow along. Since 2004, Facebook has attracted more than one billion people to create profiles in order to share their opinions and keep in touch with their friends.”

Notice here that I haven’t yet made any evaluations of Facebook’s merits?

This first paragraph (or, if need be, several of them) should be all about showing the reader exactly what your subject is – no more, no less.

4.6 Evaluation Paragraphs: Second, Third, Forth and Fifth Body Paragraphs

Once you’re confident your reader will know what the subject that you’re evaluating is, you’ll need to move on to the actual evaluation.

For this step, you’ll need to dig up that evaluation criteria we talked about in Point 2.

For example, let’s say you’re evaluating a President of the United States.

Your evaluation criteria might be:

  • Impact on world history
  • Ability to pass legislation
  • Popularity with voters
  • Morals and ethics
  • Ability to change lives for the better

Really, you could make up any evaluation criteria you want!

Once you’ve made up the evaluation criteria, you’ve got your evaluation paragraph ideas!

Simply turn each point in your evaluation criteria into a full paragraph.

How do you do this?

Well, start with a topic sentence.

For the criteria point ‘Impact on world history’ you can say something like: “Barack Obama’s impact on world history is mixed.”

This topic sentence will show that you’ll evaluate both pros and cons of Obama’s impact on world history in the paragraph.

Then, follow it up with explanations.

“While Obama campaigned to withdraw troops from Iraq and Afghanistan, he was unable to completely achieve this objective. This is an obvious negative for his impact on the world. However, as the first black man to lead the most powerful nation on earth, he will forever be remembered as a living milestone for civil rights and progress.”

Keep going, turning each evaluation criteria into a full paragraph.

4.7 Evaluation Paragraph Example

Let’s go back to our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

I’ve decided to use the evaluation criteria below:

  • impact on social interactions;
  • impact on the media landscape;
  • impact on politics

Naturally, I’m going to write one paragraph for each point.

If you’re expected to write a longer piece, you could write two paragraphs on each point (one for pros and one for cons).

Here’s what my first evaluation paragraph might look like:

“Facebook has had a profound impact on social interactions. It has helped people to stay in touch with one another from long distances and after they have left school and college. This is obviously a great positive. However, it can also be seen as having a negative impact. For example, people may be less likely to interact face-to-face because they are ‘hanging out’ online instead. This can have negative impact on genuine one-to-one relationships.”

You might notice that this paragraph has a topic sentence, explanations and examples. It follows my perfect paragraph formula which you’re more than welcome to check out!

4.8 How to write your Conclusion

To conclude, you’ll need to come up with one final evaluative argument.

This evaluation argument provides an overall assessment. You can start with “Overall, Facebook has been…” and continue by saying that (all things considered) he was a good or bad president!

Remember, you can only come up with an overall evaluation after you’ve looked at the subject’s pros and cons based upon your evaluation criteria.

In the example below, I’m going to use my 5 C’s conclusion paragraph method . This will make sure my conclusion covers all the things a good conclusion should cover!

Like the INTRO method, the 5 C’s conclusion method should have one sentence for each point to create a 5 sentence conclusion paragraph.

The 5 C’s conclusion method is:

  • Close the loop: Return to a statement you made in the introduction.
  • Conclude: Show what your final position is.
  • Clarify: Clarify how your final position is relevant to the Essay Question.
  • Concern: Explain who should be concerned by your findings.
  • Consequences: End by noting in one final, engaging sentence why this topic is of such importance. The ‘concern’ and ‘consequences’ sentences can be combined

4.9 Concluding Argument Example Paragraph

Here’s a possible concluding argument for our essay question: Write an Evaluation Essay on Facebook’s Impact on Society .

“The introduction of this essay highlighted that Facebook has had a profound impact on society. This evaluation essay has shown that this impact has been both positive and negative. Thus, it is too soon to say whether Facebook has been an overall positive or negative for society. However, people should pay close attention to this issue because it is possible that Facebook is contributing to the undermining of truth in media and positive interpersonal relationships.”

Note here that I’ve followed the 5 C’s conclusion method for my concluding evaluative argument paragraph.

5. Evaluation Essay Example Template

Below is a template you can use for your evaluation essay , based upon the advice I gave in Section 4:

6. 23+ Good Evaluation Essay Topics

Okay now that you know how to write an evaluation essay, let’s look at a few examples.

For each example I’m going to give you an evaluation essay title idea, plus a list of criteria you might want to use in your evaluation essay.

6.1 Evaluation of Impact

  • Evaluate the impact of global warming on the great barrier reef. Recommended evaluation criteria: Level of bleaching; Impact on tourism; Economic impact; Impact on lifestyles; Impact on sealife
  • Evaluate the impact of the Global Financial Crisis on poverty. Recommended evaluation criteria: Impact on jobs; Impact on childhood poverty; Impact on mental health rates; Impact on economic growth; Impact on the wealthy; Global impact
  • Evaluate the impact of having children on your lifestyle. Recommended evaluation criteria: Impact on spare time; Impact on finances; Impact on happiness; Impact on sense of wellbeing
  • Evaluate the impact of the internet on the world. Recommended evaluation criteria: Impact on connectedness; Impact on dating; Impact on business integration; Impact on globalization; Impact on media
  • Evaluate the impact of public transportation on cities. Recommended evaluation criteria: Impact on cost of living; Impact on congestion; Impact on quality of life; Impact on health; Impact on economy
  • Evaluate the impact of universal healthcare on quality of life. Recommended evaluation criteria: Impact on reducing disease rates; Impact on the poorest in society; Impact on life expectancy; Impact on happiness
  • Evaluate the impact of getting a college degree on a person’s life. Recommended evaluation criteria: Impact on debt levels; Impact on career prospects; Impact on life perspectives; Impact on relationships

6.2 Evaluation of a Scholarly Text or Theory

  • Evaluate a Textbook. Recommended evaluation criteria: clarity of explanations; relevance to a course; value for money; practical advice; depth and detail; breadth of information
  • Evaluate a Lecture Series, Podcast or Guest Lecture. Recommended evaluation criteria: clarity of speaker; engagement of attendees; appropriateness of content; value for monet
  • Evaluate a journal article. Recommended evaluation criteria: length; clarity; quality of methodology; quality of literature review ; relevance of findings for real life
  • Evaluate a Famous Scientists. Recommended evaluation criteria: contribution to scientific knowledge; impact on health and prosperity of humankind; controversies and disagreements with other scientists.
  • Evaluate a Theory. Recommended evaluation criteria: contribution to knowledge; reliability or accuracy; impact on the lives of ordinary people; controversies and contradictions with other theories.

6.3 Evaluation of Art and Literature

  • Evaluate a Novel. Recommended evaluation criteria: plot complexity; moral or social value of the message; character development; relevance to modern life
  • Evaluate a Play. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
  • Evaluate a Film. Recommended evaluation criteria: plot complexity; quality of acting; moral or social value of the message; character development; relevance to modern life
  • Evaluate an Artwork. Recommended evaluation criteria: impact on art theory; moral or social message; complexity or quality of composition

6.4 Evaluation of a Product or Service

  • Evaluate a Hotel or Bed and Breakfast. Recommended evaluation criteria: quality of service; flexibility of check-in and check-out times; cleanliness; location; value for money; wi-fi strength; noise levels at night; quality of meals; value for money
  • Evaluate a Restaurant. Recommended evaluation criteria: quality of service; menu choices; cleanliness; atmosphere; taste; value for money.
  • Evaluate a Car. Recommended evaluation criteria: fuel efficiency; value for money; build quality; likelihood to break down; comfort.
  • Evaluate a House. Recommended evaluation criteria: value for money; build quality; roominess; location; access to public transport; quality of neighbourhood
  • Evaluate a Doctor. Recommended evaluation criteria: Quality of service; knowledge; quality of equipment; reputation; value for money.
  • Evaluate a Course. Recommended evaluation criteria: value for money; practical advice; quality of teaching; quality of resources provided.

7. Concluding Advice

how to write an evaluation essay

Evaluation essays are common in high school, college and university.

The trick for getting good marks in an evaluation essay is to show you have looked at both the pros and cons before making a final evaluation analysis statement.

You don’t want to look biased.

That’s why it’s a good idea to use an objective evaluation criteria, and to be generous in looking at both positives and negatives of your subject.

Read Also: 39 Better Ways to Write ‘In Conclusion’ in an Essay

I recommend you use the evaluation template provided in this post to write your evaluation essay. However, if your teacher has given you a template, of course use theirs instead! You always want to follow your teacher’s advice because they’re the person who will be marking your work.

Good luck with your evaluation essay!


Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

  • Chris Drew (PhD) 5 Top Tips for Succeeding at University
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  • Chris Drew (PhD) 30 Globalization Pros and Cons

2 thoughts on “7 Steps for How to Write an Evaluation Essay (Example & Template)”

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What an amazing article. I am returning to studying after several years and was struggling with how to present an evaluative essay. This article has simplified the process and provided me with the confidence to tackle my subject (theoretical approaches to development and management of teams).

I just wanted to ask whether the evaluation criteria has to be supported by evidence or can it just be a list of criteria that you think of yourself to objectively measure?

Many many thanks for writing this!

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Usually we would want to see evidence, but ask your teacher for what they’re looking for as they may allow you, depending on the situation.

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Assessment Rubrics

A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Criteria are used in determining the level at which student work meets expectations. Markers of quality give students a clear idea about what must be done to demonstrate a certain level of mastery, understanding, or proficiency (i.e., "Exceeds Expectations" does xyz, "Meets Expectations" does only xy or yz, "Developing" does only x or y or z). Rubrics can be used for any assignment in a course, or for any way in which students are asked to demonstrate what they've learned. They can also be used to facilitate self and peer-reviews of student work.

Rubrics aren't just for summative evaluation. They can be used as a teaching tool as well. When used as part of a formative assessment, they can help students understand both the holistic nature and/or specific analytics of learning expected, the level of learning expected, and then make decisions about their current level of learning to inform revision and improvement (Reddy & Andrade, 2010). 

Why use rubrics?

Rubrics help instructors:

Provide students with feedback that is clear, directed and focused on ways to improve learning.

Demystify assignment expectations so students can focus on the work instead of guessing "what the instructor wants."

Reduce time spent on grading and develop consistency in how you evaluate student learning across students and throughout a class.

Rubrics help students:

Focus their efforts on completing assignments in line with clearly set expectations.

Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level.

Developing a Rubric

During the process of developing a rubric, instructors might:

Select an assignment for your course - ideally one you identify as time intensive to grade, or students report as having unclear expectations.

Decide what you want students to demonstrate about their learning through that assignment. These are your criteria.

Identify the markers of quality on which you feel comfortable evaluating students’ level of learning - often along with a numerical scale (i.e., "Accomplished," "Emerging," "Beginning" for a developmental approach).

Give students the rubric ahead of time. Advise them to use it in guiding their completion of the assignment.

It can be overwhelming to create a rubric for every assignment in a class at once, so start by creating one rubric for one assignment. See how it goes and develop more from there! Also, do not reinvent the wheel. Rubric templates and examples exist all over the Internet, or consider asking colleagues if they have developed rubrics for similar assignments. 

Sample Rubrics

Examples of holistic and analytic rubrics : see Tables 2 & 3 in “Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners” (Allen & Tanner, 2006)

Examples across assessment types : see “Creating and Using Rubrics,” Carnegie Mellon Eberly Center for Teaching Excellence and & Educational Innovation

“VALUE Rubrics” : see the Association of American Colleges and Universities set of free, downloadable rubrics, with foci including creative thinking, problem solving, and information literacy. 

Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13–18. Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall. Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448.

assignment evaluation format

Academic Evaluations

In our daily lives, we are continually evaluating objects, people, and ideas in our immediate environments. We pass judgments in conversation, while reading, while shopping, while eating, and while watching television or movies, often being unaware that we are doing so. Evaluation is an equally fundamental writing process, and writing assignments frequently ask us to make and defend value judgments.

Evaluation is an important step in almost any writing process, since we are constantly making value judgments as we write. When we write an "academic evaluation," however, this type of value judgment is the focus of our writing.

A Definition of Evaluation

Kate Kiefer, English Professor Like most specific assignments that teachers give, writing evaluations mirrors what happens so often in our day-to-day lives. Every day we decide whether the temperature is cold enough to need a light or heavy jacket; whether we're willing to spend money on a good book or a good movie; whether the prices at the grocery store tell us to keep shopping at the same place or somewhere else for a better value. Academic tasks rely on evaluation just as often. Is a source reliable? Does an argument convince? Is the article worth reading? So writing evaluation helps students make this often unconscious daily task more overt and prepares them to examine ideas, facts, arguments, and so on more critically.

To evaluate is to assess or appraise. Evaluation is the process of examining a subject and rating it based on its important features. We determine how much or how little we value something, arriving at our judgment on the basis of criteria that we can define.

We evaluate when we write primarily because it is almost impossible to avoid doing so. If right now you were asked to write for five minutes on any subject and were asked to keep your writing completely value-free, you would probably find such an assignment difficult. Readers come to evaluative writing in part because they seek the opinions of other people for one reason or another.

Uses for Evaluation

Consider a time recently when you decided to watch a movie. There were at least two kinds of evaluation available to you through the media: the rating system and critical reviews.

Newspapers and magazines, radio and TV programs all provide critical evaluations for their readers and viewers. Many movie-goers consult more than one media reviewer to adjust for bias. Most movie-goers also consider the rating system, especially if they are deciding to take children to a movie. In addition, most people will also ask for recommendations from friends who have already seen the movie.

Whether professional or personal, judgments like these are based on the process of evaluation. The terminology associated with the elements of this process--criteria, evidence, and judgment--might seem alien to you, but you have undoubtedly used these elements almost every time you have expressed an opinion on something.

Types of Written Evaluation

Quite a few of the assignments writers are given at the university and in the workplace involve the process of evaluation.

One type of written evaluation that most people are familiar with is the review. Reviewers will attend performances, events, or places (like restaurants, movies, or concerts), basing their evaluations on their observations. Reviewers typically use a particular set of criteria they establish for themselves, and their reviews most often appear in newspapers and magazines.

Critical Writing

Reviews are a type of critical writing, but there are other types of critical writing which focus on objects (like works of art or literature) rather than on events and performances. Literary criticism, for instance, is a way of establishing the worth or literary merit of a text on the basis of certain established criteria. When we write about literary texts, we do so using one of many critical "lenses," viewing the text as it addresses matters like form, culture, historical context, gender, and class (to name a few). Deciding whether a text is "good" or "bad" is a matter of establishing which "lens" you are viewing that text through, and using the appropriate set of criteria to do so. For example, we might say that a poem by an obscure Nineteenth Century African American poet is not "good" or "useful" in terms of formal characteristics like rhyme, meter, or diction, but we might judge that same text as "good" or "useful" in terms of the way it addresses cultural and political issues historically.

Response Essays

One very common type of academic writing is the response essay. In many different disciplines, we are asked to respond to something that we read or observe. Some types of response, like the interpretive response, simply ask us to explain a text. However, there are other types of response (like agree/disagree and analytical response) which demand that we make some sort of judgment based on careful consideration of the text, object, or event in question.

Problem Solving Essays

In writing assignments which focus on issues, policies, or phenomena, we are often asked to propose possible solutions for identifiable problems. This type of essay requires evaluation on two levels. First of all, it demands that we use evaluation in order to determine that there is a legitimate problem. And secondly, it demands that we take more than one policy or solution into consideration to determine which will be the most feasible, viable, or effective one, given that problem.

Arguing Essays

Written argument is a type of evaluative writing, particularly when it focuses on a claim of value (like "The death penalty is cruel and ineffective") or policy claim (like "Oakland's Ebonics program is an effective way of addressing standard English deficiencies among African American students in public schools"). In written argument, we advance a claim like one of the above, then support this claim with solid reasons and evidence.

Process Analysis

In scientific or investigative writing, in which experiments are conducted and processes or phenomena are observed or studied, evaluation plays a part in the writer's discussion of findings. Often, these findings need to be both interpreted and analyzed by way of criteria established by the writer.

Source Evaluation

Although not a form of written evaluation in and of itself, source evaluation is a process that is involved in many other types of academic writing, like argument, investigative and scientific writing, and research papers. When we conduct research, we quickly learn that not every source is a good source and that we need to be selective about the quality of the evidence we transplant into our own writing.

Relevance to the Topic

When you conduct research, you naturally look for sources that are relevant to your topic. However, writers also often fall prey to the tendency to accept sources that are just relevant enough . For example, if you were writing an essay on Internet censorship, you might find that your research yielded quite a few sources on music censorship, art censorship, or censorship in general. Though these sources could possibly be marginally useful in an essay on Internet censorship, you will probably want to find more directly relevant sources to serve a more central role in your essay.

Perspective on the Topic

Another point to consider is that even though you want sources relevant to your topic, you might not necessarily want an exclusive collection of sources which agree with your own perspective on that topic. For example, if you are writing an essay on Internet censorship from an anti-censorship perspective, you will want to include in your research sources which also address the pro-censorship side. In this way, your essay will be able to fully address perspectives other than (and sometimes in opposition to) your own.


One of the questions you want to ask yourself when you consider using a source is "How credible will my audience consider this source to be?" You will want to ask this question not only of the source itself (the book, journal, magazine, newspaper, home page, etc.) but also of the author. To use an extreme example, for most academic writing assignments you would probably want to steer clear of using a source like the National Enquirer or like your eight year old brother, even though we could imagine certain writing situations in which such sources would be entirely appropriate. The key to determining the credibility of a source/author is to decide not only whether you think the source is reliable, but also whether your audience will find it so, given the purpose of your writing.

Currency of Publication

Unless you are doing research with an historical emphasis, you will generally want to choose sources which have been published recently. Sometimes research and statistics maintain their authority for a very long time, but the more common trend in most fields is that the more recent a study is, the more comprehensive and accurate it is.


When sorting through research, it is best to select sources that are readable and accessible both for you and for your intended audience. If a piece of writing is laden with incomprehensible jargon and incoherent structure or style, you will want to think twice about directing it toward an audience unfamiliar with that type of jargon, structure, or style. In short, it is a good rule of thumb to avoid using any source which you yourself do not understand and are not able to interpret for your audience.

Quality of Writing

When choosing sources, consider the quality of writing in the texts themselves. It is possible to paraphrase from sources that are sloppily written, but quoting from such a source would serve only to diminish your own credibility in the eyes of your audience.

Understanding of Biases

Few are sources are truly objective or unbiased . Trying to eliminate bias from your sources will be nearly impossible, but all writers can try to understand and recognize the biases of their sources. For instance, if you were doing a comparative study of 1/2-ton pickup trucks on the market, you might consult the Ford home page. However, you would also need to be aware that this source would have some very definite biases. Likewise, it would not be unreasonable to use an article from Catholic World in an anti-abortion argument, but you would want to understand how your audience would be likely to view that source. Although there is no fail-proof way to determine the bias of a particular journal or newspaper, you can normally sleuth this out by looking at the language in the article itself or in the surrounding articles.

Use of Research

In evaluating a source, you will need to examine the sources that it in turn uses. Looking at the research used by the author of your source, what biases can you recognize? What are the quantity and quality of evidence and statistics included? How reliable and readable do the excerpts cited seem to be?

Considering Purpose and Audience

We typically think of "values" as being personal matters. But in our writing, as in other areas of our lives, values often become matters of public and political concern. Therefore, it is important when we evaluate to consider why we are making judgments on a subject (purpose) and who we hope to affect with our judgments (audience).

Purposes of Evaluation

Your purpose in written evaluation is not only to express your opinion or judgment about a subject, but also to convince, persuade, or otherwise influence an audience by way of that judgment. In this way, evaluation is a type of argument, in which you as a writer are attempting consciously to have an effect on your readers' ways of thinking or acting. If, for example, you are writing an evaluation in which you make a judgment that Mountain Bike A is a better buy than Mountain Bike B, you are doing more than expressing your approval of the merits of Bike A; you are attempting to convince your audience that Bike A is the better buy and, ultimately, to persuade them to buy Bike A rather than Bike B.

Effects of Audience

Kate Kiefer, English Professor When we evaluate for ourselves, we don't usually take the time to articulate criteria and detail evidence. Our thought processes work fast enough that we often seem to make split-second decisions. Even when we spend time thinking over a decision--like which expensive toy (car, stereo, skis) to buy--we don't often lay out the criteria explicitly. We can't take that shortcut when we write to other folks, though. If we want readers to accept our judgment, then we need to be clear about the criteria we use and the evidence that helps us determine value for each criterion. After all, why should I agree with you to eat at the Outback Steak House if you care only about cost but I care about taste and safe food handling? To write an effective evaluation, you need to figure out what your readers care about and then match your criteria to their concerns. Similarly, you can overwhelm readers with too much detail when they don't have the background knowledge to care about that level of detail. Or you can ignore the expertise of your readers (at your peril) and not give enough detail. Then, as a writer, you come across as condescending, or worse. So targeting an audience is really key to successful evaluation.

In written evaluation, it is important to keep in mind not only your own system of value, but also that of your audience. Writers do not evaluate in a vacuum. Giving some thought to the audience you are attempting to influence will help you to determine what criteria are important to them and what evidence they will require in order to be convinced or persuaded by your evaluative argument. In order to evaluate effectively, it is important that you consider what motivates and concerns your audience.

Criteria and Audience Considerations

The first step in deciding which criteria will be effective in your evaluation is determining which criteria your audience considers important. For example, if you are writing a review of a Mexican restaurant to an audience comprised mainly of senior citizens from the midwest, it is unlikely that "large portions" and "fiery green chile" will be the criteria most important to them. They might be more concerned, rather, with "quality of service" or "availability of heart smart menu items." Trying to anticipate and address your audience's values is an indispensable step in writing a persuasive evaluative argument. Your next step in suiting your criteria to your audience is to determine how you will explain and/or defend not only your judgments, but the criteria supporting them as well. For example, if you are arguing that a Mexican restaurant is excellent because, among other reasons, the texture of the food is appealing, you might need to explain to your audience why texture is a significant criterion in evaluating Mexican food.

Evidence and Audience Considerations

The amount and type of evidence you use to support your judgments will depend largely on the demands of your audience. Common sense tells us that the more oppositional an audience is, the more evidence will be needed to convince them of the validity a judgment. For instance, if you were writing a favorable review of La Cocina on the basis of their fiery green chile, you might not need to use a great deal of evidence for an audience of people who like spicy food but have not tried any of the Mexican restaurants in town. However, if you are addressing an audience who is deeply devoted to the green chile at Manuel's, you will need to provide a fair amount of solid evidence in order to persuade them to try another restaurant.

Parts of an Evaluation

When we evaluate, we make an overall value claim about a subject, using criteria to make judgments based on evidence. Often, we also make use of comparison and contrast as strategies for determining the relative worth of the subject we are considering. This section examines these parts of an evaluation and shows how each functions in a successful evaluation.

Overall Claim

An overall claim or judgment is an evaluator's final decision about worth. When we evaluate, we make a general statement about the worth of objects, goods, services, or solutions to problems.

An overall claim or judgment in an evaluation can be as simple as "See this movie!" or "Brand X is a better buy than the name brand." It can also be complex, particularly when the evaluator recognizes certain conditions that affect the judgment: If citizens of our community want to improve air and water quality and are willing to forego 300 additional jobs, then we should not approve the new plant Acme is hoping to build here.


An overall claim or judgment usually requires qualification so that it seems balanced. If judgments are weighted too much to one side, they will sometimes mar the credibility of your argument. If your overall judgment is wholly positive, your evaluation will wind up sounding like propaganda or advertisement. If it is wholly negative, you might present yourself as overly critical, unfair, or undiplomatic. An example of a qualified claim or judgment might be the following: Although La Cocina is not without its faults, it is the best Mexican restaurant in town. Qualifications are almost always positive additions to evaluative arguments, but writers must learn not to overuse them. If you make too many qualifications, your audience will be unable to determine your final position on your subject, and you will appear to be "waffling."

Example Text

Creating more parking lots is a possible solution to the horrendous traffic congestion in Taiwan's major cities. When a new building permit is issued, each building must include a certain number of spaces for parking. However, new construction takes time, and results will be seen only as new buildings are erected. This solution alone is inadequate for most of Taiwan's problem areas, which need a solution whose results will be noticed immediately.

Comment Notice how this sentence at the end of the paragraph seems to be a formal "thesis" or "claim" which might drive the rest of the essay. Based on this claim, we would assume that the remainder of the essay will deal with the reasons why the proposed policy along is "inadequate," and will address other possible solutions.

Supporting Judgments

In academic evaluations, the overall claim or judgment is backed up by smaller, more detailed judgments about aspects of a subject being evaluated. Supporting judgments function in the same way that "reasons" function in most arguments. They provide structure and justification for a more general claim. For example, if your overall claim or judgment in your evaluation is

"Although La Cocina is not without its faults, it is the best Mexican restaurant in town,"

one supporting judgment might be

"La Cocina's green chile is superb."

This judgment would be based on criteria you have established, and it would be supported by evidence.

Providing more parking spaces near buildings is not the only act necessary to solve Taiwan's parking problems. A combination of more parking spaces, increased fines, and lowered traffic volume may be necessary to eliminate the nightmare of driving in the cities. In fact, until laws are enforced and fines increased, no number of new parking spaces will impact the congestion seen in downtown areas.

Comment There are arguably three supporting judgments being made here, as three possible solutions are being suggested to rectify this problem of parking in Taiwan. If we were reading these supporting judgments at the beginning of an essay, we would expect the essay to discuss them in depth, pointing out evidence that these proposed solutions would be effective.

When we write evaluations, we consciously adopt certain standards of measurement, or criteria .

Criteria can be concrete standards, like size or speed, or can be abstract, like practicality. When we write evaluations in an academic context, we typically avoid using criteria that are wholly personal, and rely instead on those that are less "subjective" and more likely to be shared by the majority of the audience we are addressing. Choosing appropriate criteria often involves careful consideration of audience demands, values, and concerns.

As an evaluator, you will sometimes discover that you will need to explain and/or defend not only your judgments, but also the criteria informing those judgments. For example, if you are arguing that a Mexican restaurant is excellent because (among other reasons) the texture of the food is appealing, you might need to explain to your audience why texture is a significant criterion in evaluating Mexican food.

Types of Criteria

If you are evaluating a concrete canoe for an engineering class, you will use concrete criteria such as float time, cost of materials, hydrodynamic design, and so on. If you are evaluating the suitability of a textbook for a history class, you will probably rely on more abstract criteria such as readability, length, and controversial vs. mainstream interpretation of history.

In evaluation, we often rely on concrete , measurable standards according to which subjects (usually objects) may be evaluated. For example, cars may be evaluated according to the criteria of size, speed, or cost.

Many academic evaluations, however, don't focus on objects that we can measure in terms of size, speed, or cost. Rather, they look at somewhat more abstract concepts (problems and solutions often), which we might measure in terms of "effectiveness," "feasibility," or other abstract criteria. When writing this kind of evaluation, it is vital to be as clear as possible when articulating, defining, and using your criteria, since not all readers are likely to understand and agree with these criteria as readily as they would understand and agree with concrete criteria.

Related Information: Abstract Criteria

Abstract criteria are not easily measurable, and they are usually less self-evident, more in need of definition, than concrete criteria. Even though criteria may be abstract, they should not be imprecise. Always state your criteria as clearly and precisely as possible. "Feasibility" is one example of an abstract criterion that a writer might use to evaluate a solution to a problem. Feasibility is the degree of likelihood of success of something like a plan of action or a solution to a problem. "Capability of being implemented" is a way to look at feasibility in terms of solutions to problems. The relative ease with which a solution would be adopted is sometimes a way to look at feasibility. The following example mentions directly the criteria it is using (the words in italics). Fire prevention should be the major consideration of a family building a home. By using concrete, the risk of fire is significantly decreased. But that is not all that concrete provides. It is affordable , suitable for all climates , and helps reduce deforestation . Since all of these factors are important, concrete should be demanded more than it is, and it should certainly be used more than wood for homebuilding.

Related Information: Concrete Criteria

Concrete criteria are measurable standards which most people are likely to understand and (usually) to agree with. For example, a person might make use of criteria like "size," "speed," and "cost" when buying a car.

If size is your main criterion, and something with a larger size will receive a more favorable evaluation.

Perhaps the only quality that you desire in a car is low initial cost. You don't need to take into account anything else. In this case, you can put judgments on these three cars in the local used car lot:

Because the Nissan has the lowest initial price, it receives the most favorable judgment. The evidence is found on the price tag. Each car is compared by way of a single criterion: cost.

Using Clear and Well-defined Criteria

When we evaluate informally (passing judgments during the course of conversation, for instance), we typically assume that our criteria are self-evident and require no explanation. However, in written evaluation, it is often necessary that we clarify and define our criteria in order to make a persuasive evaluative argument.

Criteria That Are Too Vague or Personal

Although we frequently find ourselves needing to use abstract criteria like "feasibility" or "effectiveness," we also must avoid using criteria that are overly vague or personal and difficult to support with evidence. As evaluators, we must steer clear of criteria that are matters of taste, belief, or personal preference. For example, the "best" lamp might simply be the one that you think looks prettiest in your home. If you depend on a criterion like "pretty in my home," and neglect to use more common, shared criteria like "brightness," "cost," and "weight," you are probably relying on a criterion that is too specific to your own personal preferences. To make "pretty in my home" an effective criterion, you would need to explain what "pretty in my home" means and how it might relate to other people's value systems. (For example: "Lamp A is attractive because it is an unoffensive style and color that would be appropriate for many people's decorating tastes.")

Using Criteria Based on the Appropriate "Class" of Subjects

When you make judgments, it is important that you use criteria that are appropriate to the type of object, person, policy, etc. that you are examining. If you are evaluating Steven Spielburg's film, Schindler's List , for instance, it is unfair to criticize it because it isn't a knee-slapper. Because "Schindler's List" is a drama and not a comedy, using the criterion of "humor" is inappropriate.

Weighing Criteria

Once you have established criteria for your evaluation of a subject, it is necessary to decide which of these criteria are most important. For example, if you are evaluating a Mexican restaurant and you have arrived at several criteria (variety of items on the menu, spiciness of the food, size of the portions, decor, and service), you need to decide which of these criteria are most critical to your evaluation. If the size of the portions is good, but the service is bad, can you give the restaurant a good rating? What about if the decor is attractive, but the food is bland? Once you have placed your criteria in a hierarchy of importance, it is much easier to make decisions like these.

When we evaluate, we must consider the audience we hope to influence with our judgments. This is particularly true when we decide which criteria are informing (and should inform) these judgments.

After establishing some criteria for your evaluation, it is important to ask yourself whether or not your audience is likely to accept those criteria. It is crucial that they do accept the criteria if, in turn, you expect them to accept the supporting judgments and overall claim or judgment built on them.

Related Information: Explaining and Defending Criteria

In deciding which criteria will be effective in your evaluation is determining which criteria your audience considers important. For example, if you are writing a review of a Mexican restaurant to an audience comprised mainly of senior citizens from the midwest, it is unlikely that "large portions" and "fiery green chile" will be the criteria most important to them. They might be more concerned, rather, with "quality of service" or "availability of heart smart menu items." Trying to anticipate and address your audience's values is an indispensable step in writing a persuasive evaluative argument.

Related Information: Understanding Audience Criteria

How Background Experience Influences Criteria

Laura Thomas - Composition Lecturer Your background experience influences the criteria that you use in evaluation. If you know a lot about something, you will have a good idea of what criteria should govern your judgments. On the other hand, it's hard if you don't know enough about what you're judging. Sometimes you have to research first in order to come up with useful criteria. For example, I recently went shopping for a new pair of skis for the first time in fifteen years. When I began shopping, I realized that I didn't even know what questions to ask anymore. The last time I had bought skis, you judged them according to whether they had a foam core or a wood core. But I had no idea what the important considerations were anymore.

Evidence consists of the specifics you use to reach your conclusion or judgment. For example, if you judge that "La Cocina's green chile is superb" on the basis of the criterion, "Good green chile is so fiery that you can barely eat it," you might offer evidence like the following:

"I drank an entire pitcher of water on my own during the course of the meal."
"Though my friend wouldn't admit that the chile was challenging for him, I saw beads of sweat form on his brow."

Related Information: Example Text

In the following paragraph, evidence appears in italics. Note that the reference to the New York Times backs up the evidence offered in the previous sentence:

Since killer whales have small lymphatic systems, they catch infections more easily when held captive ( Obee 23 ). The orca from the movie "Free Willy," Keiko, developed a skin disorder because the water he was living in was not cold enough. This infection was a result of the combination of tank conditions and the animal's immune system, according to a New York Times article .

Types of Evidence

Evidence for academic evaluations is usually of two types: concrete detail and analytic detail. Analytic detail comes from critical thinking about abstract elements of the thing being evaluated. It will also include quotations from experts. Concrete detail comes from sense perceptions and measurements--facts about color, speed, size, texture, smell, taste, and so on. Concrete details are more likely to support concrete criteria (as opposed to abstract criteria) used in judging objects. Analytic detail will more often support abstract criteria (as opposed to concrete criteria), like the criterion "feasibility," discussed in the section on criteria. Analytic detail also appears most often in academic evaluations of solutions to problems, although such solutions can also sometimes be evaluated according to concrete criteria.

What Kinds of Evidence Work

Good evidence ranges from personal experience to interviews with experts to published sources. The kind of evidence that works best for you will depend on your audience and often on the writing assignment you have been given.

Evidence and the Writing Assignment

When you choose evidence to support the judgments you are making in an evaluation, it will be important to consider what type of evaluation you are being asked to do. If, for instance, you are being asked to review a play you have attended, your evidence will most likely consist primarily of your own observations. However, if your assignment asks you to compare and contrast two potential national health care policies (toward deciding which is the better one), your evidence will need to be more statistical, more dependent on reputable sources, and more directed toward possible effects or outcomes of your judgment.

Comparison and Contrast

Comparison and contrast is the process of positioning an item or concept being evaluated among other like items or concepts. We are all familiar with this technique as it's used in the marketing of products: soft drink "taste tests," comparisons of laundry detergent effectiveness, and the like. It is a way of determining the value of something in relation to comparable things. For example, if you have made the judgment that "La Cocina's green chile is superb" and you have offered evidence of the spiciness and the flavor of the chile, you might also use comparison by giving your audience a scale on which to base judgment: "La Cocina's chile is even more fiery and flavorful than Manuel's, which is by no means a walk in the park."

In this case, the writer compares limestone with wood to show that limestone is a better building material. Although this comparison could be developed much more, it still begins to point out the relative merits of limestone. Concrete is a feasible substitute for wood as a building material. Concrete comes from a rock called limestone. Limestone is found all over the United States. By using limestone instead of wood, the dependence on dwindling forest reserves would decrease. There are more sedimentary rocks than there are forests left in this country, and they are more evenly distributed. For this reason, it is quite possible to switch from wood to concrete as the primary building material for residential construction.

Determining Relative Worth

Comparing and contrasting rarely means placing the item or concept being evaluated in relation to another item or concept that is obviously grossly inferior. For instance, if you are attempting to demonstrate the value of a Cannondale mountain bike, it would be foolish to compare it with a Huffy. However, it would be useful to compare it with a Klein, arguably a similar bicycle. In this type of maneuver, you are not comparing good with bad; rather, you are deciding which bike is better and which bike is worse. In order to determine relative worth in this way, you will need to be very careful in defining the criteria you are using to make the comparison.

Using Comparison and Contrast Effectively

In order to make comparison and contrast function well in evaluation, it is necessary to be attentive to: 1) focusing on the item or concept under consideration and 2) the use of evidence in comparison and contrast. When using comparison and contrast, writers must remember that they are using comparable items or concepts only as a way of demonstrating the worth of the main item or concept under consideration. It is easy to lose focus when using this technique, because of the temptation to evaluate two (or more) items or concepts rather than just the one under consideration. It is important to remember that judgments made on the basis of comparison and contrast need to be supported with evidence. It is not enough to assert that "La Cocina's chile is even more fiery and flavorful than Manuel's." It will be necessary to support this judgment with evidence, showing in what ways La Cocina's chile is more flavorful: "Manuel's chile relies heavily on a tomato base, giving it an Italian flavor. La Cocina follows a more traditional recipe which uses little tomato and instead flavors the chile with shredded pork, a dash of vinegar, and a bit of red chile to give it a piquant taste."

The Process of Writing an Evaluation

A variety of writing assignments call for evaluation. Bearing in mind the various approaches that might be demanded by those particular assignments, this section offers some general strategies for formulating a written evaluation.

Choosing a Topic for Evaluation

Sometimes your topic for evaluation will be dictated by the writing assignment you have been given. Other times, though, you will be required to choose your own topic. Common sense tells you that it is best to choose something about which you already have a base knowledge. For instance, if you are a skier, you might want to evaluate a particular model of skis. In addition, it is best to choose something that is tangible, observable, and/or researchable. For example, if you chose a topic like "methods of sustainable management of forests," you would know that there would be research to support your evaluation. Likewise, if you chose to evaluate a film like Pulp Fiction , you could rent the video and watch it several times in order to get the evidence you needed. However, you would have fewer options if you were to choose an abstract concept like "loyalty" or "faith." When evaluating, it is usually best to steer clear of abstractions like these as much as possible.

Brainstorming Possible Judgments

Once you have chosen a topic, you might begin your evaluation by thinking about what you already know about the topic. In doing this, you will be coming up with possible judgments to include in your evaluation. Begin with a tentative overall judgment or claim. Then decide what supporting judgments you might make to back that claim. Keep in mind that your judgments will likely change as you collect evidence for your evaluation.

Determining a Tentative Overall Judgment

Start by making an overall judgment on the topic in question, based on what you already know. For instance, if you were writing an evaluation of sustainable management practices in forestry, your tentative overall judgment might be: "Sustainable management is a viable way of dealing with deforestation in old growth forests."

Brainstorming Possible Supporting Judgments

With a tentative overall judgment in mind, you can begin to brainstorm judgments (or reasons) that could support your overall judgment by asking the question, "Why?" For example, asking "Why?" of the tentative overall judgment "Sustainable management is a viable way of dealing with deforestation in old growth forests" might yield the following supporting judgments:

  • Sustainable management allows for continued support of the logging industry.
  • It eliminates much unnecessary waste.
  • It is much better for the environment than unrestricted, traditional forestry methods.
  • It is less expensive than these traditional methods.

Anticipating Changes to Your Judgments After Collecting Evidence

When brainstorming possible judgments this early in the writing process, it is necessary to keep an open mind as you enter into the stage in which you collect evidence. Once you have done observations, analysis, or research, you might find that you are unable to advance your tentative overall judgment. Or you might find that some of the supporting judgments you came up with are not true or are not supportable. Your findings might also point you toward other judgments you can make in addition to the ones you are already making.

Defining Criteria

To prepare to organize and write your evaluation, it is important to clearly define the criteria you are using to make your judgments. These criteria govern the direction of the evaluation and provide structure and justification for the judgments you make.

Looking at the Criteria Informing Your Judgments (Working Backwards)

We often work backwards from the judgments we make, discovering what criteria we are using on the basis of what our judgments look like. For instance, our tentative judgments about sustainable management practices are as follows:

If we were to analyze these judgments, asking ourselves why we made them, we would see that we used the following criteria: wellbeing of the logging industry, conservation of resources, wellbeing of the environment, and cost.

Thinking of Additional Criteria

Once you have identified the criteria informing your initial judgments, you will want to determine what other criteria should be included in your evaluation. For example, in addition to the criteria you've already come up with (wellbeing of the logging industry, conservation of resources, wellbeing of the environment, and cost), you might include the criterion of preservation of the old growth forests.

Comparing Your Criteria with Those of Your Audience

In deciding which criteria are most important to include in your evaluation, it is necessary to consider the criteria your audience is likely to find important. Let's say we are directing our evaluation of sustainable management methods toward an audience of loggers. If we look at our list of criteria--wellbeing of the logging industry, conservation of resources, wellbeing of the environment, cost, and preservation of the old growth forests--we might decide that wellbeing of the logging industry and cost are the criteria most important to loggers. At this point, we would also want to identify additional criteria the audience might expect us to address: perhaps feasibility, labor requirements, and efficiency.

Deciding Which Criteria Are Most Important

Once you have developed a long list of possible criteria for judging your subject (in this case, sustainable management methods), you will need to narrow the list, since it is impractical and ineffective to use of all possible criteria in your essay. To decide which criteria to address, determine which are least dispensable, both to you and to your audience. Your own criteria were: wellbeing of the logging industry, conservation of resources, wellbeing of the environment, cost, and preservation of the old growth forests. Those you anticipated for your audience were: feasibility, labor requirements, and efficiency. In the written evaluation, you might choose to address those criteria most important to your audience, with a couple of your own included. For example, your list of indispensable criteria might look like this: wellbeing of the logging industry, cost, labor requirements, efficiency, conservation of resources, and preservation of the old growth forests.

Criteria and Assumptions

Stephen Reid, English Professor Warrants (to use a term from argumentation) come on the scene when we ask why a given criterion should be used or should be acceptable in evaluating the particular text, product, or performance in question. When we ask WHY a particular criterion should be important (let's say, strong performance in an automobile engine, quickly moving plot in a murder mystery, outgoing personality in a teacher), we are getting at the assumptions (i.e., the warrant) behind why the data is relevant to the claim of value we are about to make. Strong performance in an automobile engine might be a positive criterion in an urban, industrialized environment, where traveling at highway speeds on American interstates is important. But we might disagree about whether strong performance (accompanied by lower mileage) might be important in a rural European environment where gas costs are several dollars a litre. Similarly, an outgoing personality for a teacher might be an important standard of judgment or criterion in a teacher-centered classroom, but we could imagine another kind of decentered class where interpersonal skills are more important than teacher personality. By QUESTIONING the validity and appropriateness of a given criterion in a particular situation, we are probing for the ASSUMPTIONS or WARRANTS we are making in using that criterion in that particular situation. Thus, criteria are important, but it is often equally important for writers to discuss the assumptions that they are making in choosing the major criteria in their evaluations.

Collecting Evidence

Once you have established the central criteria you will use in our evaluation, you will investigate your subject in terms of these criteria. In order to investigate the subject of sustainable management methods, you would more than likely have to research whether these methods stand up to the criteria you have established: wellbeing of the logging industry, cost, labor requirements, time efficiency, conservation of resources, and preservation of the old growth forests. However, library research is only one of the techniques evaluators use. Depending on the type of evaluation being made, the evaluator might use such methods as observation, field research, and analysis.

Thinking About What You Already Know

The best place to start looking for evidence is with the knowledge you already possess. To do this, you might try brainstorming, clustering, or freewriting ideas.

Library Research

When you are evaluating policies, issues, or products, you will usually need to conduct library research to find the evidence your evaluation requires. It is always a good idea to check journals, databases, and bibliographies relevant to your subject when you begin research. It is also helpful to speak with a reference librarian about how to get started.


When you are asked to evaluate a performance, event, place, object, or person, one of the best methods available is simple observation. What makes observation not so simple is the need to focus on criteria you have developed ahead of time. If, for instance, you are reviewing a student production of Hamlet , you will want to review your list of criteria (perhaps quality of acting, costumes, faithfulness to the text, set design, lighting, and length of time before intermission) before attending the play. During or after the play, you will want to take as many notes as possible, keeping these criteria in mind.

Field Research

To expand your evaluation beyond your personal perspective or the perspective of your sources, you might conduct your own field research . Typical field research techniques include interviewing, taking a survey, administering a questionnaire, and conducting an experiment. These methods can help you support your judgment and can sometimes help you determine whether or not your judgment is valid.

When you are asked to evaluate a text, analysis is often the technique you will use in collecting evidence. If you are analyzing an argument, you might use the Toulmin Method. Other texts might not require such a structured analysis but might be better addressed by more general critical reading strategies.

Applying Criteria

After developing a list of indispensable criteria, you will need to "test" the subject according to these criteria. At this point, it will probably be necessary to collect evidence (through research, analysis, or observation) to determine, for example, whether sustainable management methods would hold up to the criteria you have established: wellbeing of the logging industry, cost, labor requirements, efficiency, conservation of resources, and preservation of the old growth forests. One way of recording the results of this "test" is by putting your notes in a three-column log.

Organizing the Evaluation

One of the best ways to organize your information in preparation for writing is to construct an informal outline of sorts. Outlines might be arranged according to criteria, comparison and contrast, chronological order, or causal analysis. They also might follow what Robert K. Miller and Suzanne S. Webb refer to in their book, Motives for Writing (2nd ed.) as "the pattern of classical oration for evaluations" (286). In addition to deciding on a general structure for your evaluation, it will be necessary to determine the most appropriate placement for your overall claim or judgment.

Placement of the Overall Claim or Judgment

Writers can state their final position at the beginning or the end of an essay. The same is true of the overall claim or judgment in a written evaluation.

When you place your overall claim or judgment at the end of your written evaluation, you are able to build up to it and to demonstrate how your evaluative argument (evidence, explanation of criteria, etc.) has led to that judgment.

Writers of academic evaluations normally don't need to keep readers in suspense about their judgments. By stating the overall claim or judgment early in the paper, writers help readers both to see the structure of the essay and to accept the evidence as convincing proof of the judgment. (Writers of evaluations should remember, of course, that there is no rule against stating the overall claim or judgment at both the beginning and the end of the essay.)

Organization by Criteria

The following is an example from Stephen Reid's The Prentice Hall Guide for College Writers (4th ed.), showing how a writer might arrange an evaluation according to criteria:

Introductory paragraphs: information about the restaurant (location, hours, prices), general description of Chinese restaurants today, and overall claim : The Hunan Dynasty is reliable, a good value, and versatile.
Criterion # 1/Judgment: Good restaurants should have an attractive setting and atmosphere/Hunan Dynasty is attractive.
Criterion # 2/Judgment: Good restaurants should give strong priority to service/ Hunan Dynasty has, despite an occasional glitch, expert service.
Criterion # 3/Judgment: Restaurants that serve modestly priced food should have quality main dishes/ Main dishes at Hunan Dynasty are generally good but not often memorable. (Note: The most important criterion--the quality of the main dishes--is saved for last.)
Concluding paragraphs: Hunan Dynasty is a top-flight neighborhood restaurant (338).

Organization by Comparison and Contrast

Sometimes comparison and contrast is not merely a strategy used in part [italics] of an evaluation, but is the strategy governing the organization of the entire essay. The following are examples from Stephen Reid's The Prentice Hall Guide for College Writers (4th ed.), showing two ways that a writer might organize an evaluation according to comparison and contrast.

Introductory paragraph(s)

Thesis [or overall claim/judgment]: Although several friends recommended the Yakitori, we preferred the Unicorn for its more authentic atmosphere, courteous service, and well-prepared food. [Notice that the criteria are stated in this thesis.]

Authentic atmosphere: Yakitori vs. Unicorn

Courteous service: Yakitori vs. Unicorn

Well-prepared food: Yakitori vs. Unicorn

Concluding paragraph(s) (Reid 339)

The Yakitori : atmosphere, service, and food

The Unicorn : atmosphere, service, and food as compared to the Yakitori

Concluding paragraph(s) (Reid 339).

Organization by Chronological Order

Writers often follow chronological order when evaluating or reviewing events or performances. This method of organization allows the writer to evaluate portions of the event or performance in the order in which it happens.

Organization by Causal Analysis

When using analysis to evaluate places, objects, events, or policies, writers often focus on causes or effects. The following is an example from Stephen Reid's The Prentice Hall Guide for College Writers (4th ed.), showing how one writer organizes an evaluation of a Goya painting by discussing its effects on the viewer.

Criterion #1/Judgment: The iconography, or use of symbols, contributes to the powerful effect of this picture on the viewer.

Evidence : The church as a symbol of hopefulness contrasts with the cruelty of the execution. The spire on the church emphasizes for the viewer how powerless the Church is to save the victims.

Criterion #2/Judgment: The use of light contributes to the powerful effect of the picture on the viewer.

Evidence : The light casts an intense glow on the scene, and its glaring, lurid, and artificial qualities create the same effect on the viewer that modern art sometimes does.

Criterion #3/Judgment: The composition or use of formal devices contributes to the powerful effect of the picture on the viewer.

Evidence : The diagonal lines scissors the picture into spaces that give the viewer a claustrophobic feeling. The corpse is foreshortened, so that it looks as though the dead man is bidding the viewer welcome (Reid 340).

Pattern of Classical Oration for Evaluations

Robert K. Miller and Suzanne S. Webb, in their book, Motives for Writing (2nd ed.) discuss what they call "the pattern of classical oration for evaluations," which incorporates opposing evaluations as well as supporting reasons and judgments. This pattern is as follows:

Present your subject. (This discussion includes any background information, description, acknowledgement of weaknesses, and so forth.)

State your criteria. (If your criteria are controversial, be sure to justify them.)

Make your judgment. (State it as clearly and emphatically as possible.)

Give your reasons. (Be sure to present good evidence for each reason.)

Refute opposing evaluations. (Let your reader know you have given thoughtful consideration to opposing views, since such views exist.)

State your conclusion. (You may restate or summarize your judgment.) (Miller and Webb 286-7)

Example: Part of an Outline for an Evaluation

The following is a portion of an outline for an evaluation, organized by way of supporting judgments or reasons. Notice that this pattern would need to be repeated (using criteria other than the fieriness of the green chile) in order to constitute a complete evaluation proving that "Although La Cocina is not without its faults, it is the best Mexican restaurant in town."

Evaluation of La Cocina, a Mexican Restaurant

Intro Paragraph Leading to Overall Judgment: "Although La Cocina is not without its faults, it is the best Mexican restaurant in town."

Supporting Judgment: "La Cocina's green chile is superb."

Criterion used to make this judgment: "Good green chile is so fiery that you can barely eat it."

Evidence in support of this judgment: "I drank an entire pitcher of water on my own during the course of the meal" or "Though my friend wouldn't admit that the chile was challenging for him, I saw beads of sweat form on his brow."

Supporting Judgment made by way of Comparison and Contrast: "La Cocina's chile is even more fiery and flavorful than Manuel's, which is by no means a walk in the park itself."

Evidence in support of this judgment: "Manuel's chile relies heavily on a tomato base, giving it an Italian flavor. La Cocina follows a more traditional recipe which uses little tomato, and instead flavors the chile with shredded pork, a dash of vinegar, and a bit of red chile to give it a piquant taste."

Writing the Draft

If you have an outline to follow, writing a draft of a written evaluation is simple. Stephen Reid, in his Prentice Hall Guide for College Writers , recommends that writers maintain focus on both the audience they are addressing and the central criteria they want to include. Such a focus will help writers remember what their audience expects and values and what is most important in constructing an effective and persuasive evaluation.

Guidelines for Revision

In his Prentice Hall Guide for College Writers , 4th ed., Stephen Reid offers some helpful tips for revising written evaluations. These guidelines are reproduced here and grouped as follows:

Examining Criteria

Criteria are standards of value . They contain categories and judgments, as in "good fuel economy," "good reliability," or "powerful use of light and shade in painting." Some categories, such as "price," have clearly implied judgments ("low price"), but make sure that your criteria refer implicitly or explicitly to a standard of value.

Examine your criteria from your audience's point of view. Which criteria are most important in evaluating your subject? Will your readers agree that the criteria you select are indeed the most important ones? Will changing the order in which you present your criteria make your evaluation more convincing? (Reid 342)

Balancing the Evaluation

Include both positive and negative evaluations of your subject. If all of your judgments are positive, your evaluation will sound like an advertisement. If all of your judgments are negative, your readers may think you are too critical (Reid 342).

Using Evidence

Be sure to include supporting evidence for each criterion. Without any data or support, your evaluation will be just an opinion that will not persuade your reader.

If you need additional evidence to persuade your readers, [go back to the "Collecting" stage of this process] (Reid 343).

Avoiding Overgeneralization

Avoid overgeneralizing your claims. If you are evaluating only three software programs, you cannot say that Lotus 1-2-3 is the best business program around. You can say only that it is the best among the group or the best in the particular class that you measured (Reid 343).

Making Appropriate Comparisons

Unless your goal is humor or irony, compare subjects that belong in the same class. Comparing a Yugo to a BMW is absurd because they are not similar cars in terms of cost, design, or purpose (Reid 343).

Checking for Accuracy

If you are citing other people's data or quoting sources, check to make sure your summaries and data are accurate (Reid 343).

Working on Transitions, Clarity, and Style

Signal the major divisions in your evaluation to your reader using clear transitions, key words, and paragraph hooks. At the beginning of new paragraphs or sections of your essay, let your reader know where you are going.

Revise sentences for directness and clarity.

Edit your evaluation for correct spelling, appropriate word choice, punctuation, usage, and grammar (343).

Nesbitt, Laurel, Kathy Northcut, & Kate Kiefer. (1997). Academic Evaluations. Writing@CSU . Colorado State University.

The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

  • Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
  • Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

  • What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

  • define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
  • describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
  • explain —give reasons why or examples of how something happened
  • illustrate —give descriptive examples of the subject and show how each is connected with the subject
  • summarize —briefly list the important ideas you learned about the subject
  • trace —outline how something has changed or developed from an earlier time to its current form
  • research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

  • compare —show how two or more things are similar (and, sometimes, different)
  • contrast —show how two or more things are dissimilar
  • apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
  • cause —show how one event or series of events made something else happen
  • relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

  • assess —summarize your opinion of the subject and measure it against something
  • prove, justify —give reasons or examples to demonstrate how or why something is the truth
  • evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
  • support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
  • synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
  • analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
  • argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

  • What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
  • In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
  • What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
  • How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

  • Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
  • The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

  • spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
  • use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
  • use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
  • get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Designing Assessments of Student Learning

Image Hollie Nyseth Brehm, ​​​​​Associate Professor, Department of Sociology  Professor Hollie Nyseth Brehm was a graduate student the first time she taught a class, “I didn’t have any training on how to teach, so I assigned a final paper and gave them instructions: ‘Turn it in at the end of course.’ That was sort of it.” Brehm didn’t have a rubric or a process to check in with students along the way. Needless to say, the assignment didn’t lead to any major breakthroughs for her students. But it was a learning experience for Brehm. As she grew her teaching skills, she began to carefully craft assignments to align to course goals, make tasks realistic and meaningful, and break down large assignments into manageable steps. "Now I always have rubrics. … I always scaffold the assignment such that they’ll start by giving me their paper topic and a couple of sources and then turn in a smaller portion of it, and we write it in pieces. And that leads to a much better learning experience for them—and also for me, frankly, when I turn to grade it .”


Have you ever planned a big assignment that didn’t turn out as you’d hoped? What did you learn, and how would you design that assignment differently now? 

What are students learning in your class? Are they meeting your learning outcomes? You simply cannot answer these questions without assessment of some kind.

As educators, we measure student learning through many means, including assignments, quizzes, and tests. These assessments can be formal or informal, graded or ungraded. But assessment is not simply about awarding points and assigning grades. Learning is a process, not a product, and that process takes place during activities such as recall and practice. Assessing skills in varied ways helps you adjust your teaching throughout your course to support student learning

Instructor speaking to student on their laptop

Research tells us that our methods of assessment don’t only measure how much students have learned. They also play an important role in the learning process. A phenomenon known as the “testing effect” suggests students learn more from repeated testing than from repeated exposure to the material they are trying to learn (Karpicke & Roediger, 2008). While exposure to material, such as during lecture or study, helps students store new information, it’s crucial that students actively practice retrieving that information and putting it to use. Frequent assessment throughout a course provides students with the practice opportunities that are essential to learning.

In addition we can’t assume students can transfer what they have practiced in one context to a different context. Successful transfer of learning requires understanding of deep, structural features and patterns that novices to a subject are still developing (Barnett & Ceci, 2002; Bransford & Schwartz, 1999). If we want students to be able to apply their learning in a wide variety of contexts, they must practice what they’re learning in a wide variety of contexts .

Providing a variety of assessment types gives students multiple opportunities to practice and demonstrate learning. One way to categorize the range of assessment options is as formative or summative.

Formative and Summative Assessment

Opportunities not simply to practice, but to receive feedback on that practice, are crucial to learning (Ambrose et al., 2010). Formative assessment facilitates student learning by providing frequent low-stakes practice coupled with immediate and focused feedback. Whether graded or ungraded, formative assessment helps you monitor student progress and guide students to understand which outcomes they’ve mastered, which they need to focus on, and what strategies can support their learning. Formative assessment also informs how you modify your teaching to better meet student needs throughout your course.

Technology Tip

Design quizzes in CarmenCanvas to provide immediate and useful feedback to students based on their answers. Learn more about setting up quizzes in Carmen. 

Summative assessment measures student learning by comparing it to a standard. Usually these types of assessments evaluate a range of skills or overall performance at the end of a unit, module, or course. Unlike formative assessment, they tend to focus more on product than process. These high-stakes experiences are typically graded and should be less frequent (Ambrose et al., 2010).

Using Bloom's Taxonomy

A visual depiction of the Bloom's Taxonomy categories positioned like the layers of a cake. [row 1, at bottom] Remember; Recognizing and recalling facts. [Row 2] Understand: Understanding what the facts mean. [Row 3] Apply: Applying the facts, rules, concepts, and ideas. [Row 4] Analyze: Breaking down information into component parts. [Row 5] Evaluate: Judging the value of information or ideas. [Row 6, at top] Create: Combining parts to make a new whole.

Bloom’s Taxonomy is a common framework for thinking about how students can demonstrate their learning on assessments, as well as for articulating course and lesson learning outcomes .

Benjamin Bloom (alongside collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl) published Taxonomy of Educational Objectives in 1956.   The taxonomy provided a system for categorizing educational goals with the intent of aiding educators with assessment. Commonly known as Bloom’s Taxonomy, the framework has been widely used to guide and define instruction in both K-12 and university settings. The original taxonomy from 1956 included a cognitive domain made up of six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. 

A revised Bloom's Taxonomy from 2001 updated these six categories to reflect how learners interact with knowledge. In the revised version, students can:  Remember content, Understand ideas, Apply information to new situations, Analyze relationships between ideas, Evaluate information to justify perspectives or decisions, and Create new ideas or original work. In the graphic pictured here, the categories from the revised taxonomy are imagined as the layers of a cake.

Assessing students on a variety of Bloom's categories will give you a better sense of how well they understand your course content. The taxonomy can be a helpful guide to predicting which tasks will be most difficult for students so you can provide extra support where it is needed. It can also be used to craft more transparent assignments and test questions by honing in on the specific skills you want to assess and finding the right language to communicate exactly what you want students to do.  See the Sample Bloom's Verbs in the Examples section below.

Diving deeper into Bloom's Taxonomy

Like most aspects of our lives, activities and assessments in today’s classroom are inextricably linked with technology. In 2008, Andrew Churches extended Bloom’s Taxonomy to address the emerging changes in learning behaviors and opportunities as “technology advances and becomes more ubiquitous.” Consult Bloom’s Digital Taxonomy for ideas on using digital tools to facilitate and assess learning across the six categories of learning.

Did you know that the cognitive domain (commonly referred to simply as Bloom's Taxonomy) was only one of three domains in the original Bloom's Taxonomy (1956)? While it is certainly the most well-known and widely used, the other two domains— psychomotor and affective —may be of interest to some educators. The psychomotor domain relates to physical movement, coordination, and motor skills—it might apply to the performing arts or other courses that involve movement, manipulation of objects, and non-discursive communication like body language. The affective domain pertains to feelings, values, motivations, and attitudes and is used more often in disciplines like medicine, social work, and education, where emotions and values are integral aspects of learning. Explore the full taxonomy in  Three Domains of Learning: Cognitive, Affective, and Psychomotor (Hoque, 2017).

In Practice

Consider the following to make your assessments of student learning effective and meaningful.

Align assignments, quizzes, and tests closely to learning outcomes.

It goes without saying that you want students to achieve the learning outcomes for your course. The testing effect implies, then, that your assessments must help them retrieve the knowledge and practice the skills that are relevant to those outcomes.

Plan assessments that measure specific outcomes for your course. Instead of choosing quizzes and tests that are easy to grade or assignment types common to your discipline, carefully consider what assessments will best help students practice important skills. When assignments and feedback are aligned to learning outcomes, and you share this alignment with students, they have a greater appreciation for your course and develop more effective strategies for study and practice targeted at achieving those outcomes (Wang, et al., 2013).

Student working in a lab.

Provide authentic learning experiences.

Consider how far removed from “the real world” traditional assessments like academic essays, standard textbook problems, and multiple-choice exams feel to students. In contrast, assignments that are authentic resemble real-world tasks. They feel relevant and purposeful, which can increase student motivation and engagement (Fink, 2013). Authentic assignments also help you assess whether students will be able to transfer what they learn into realistic contexts beyond your course.

Integrate assessment opportunities that prepare students to be effective and successful once they graduate, whether as professionals, as global citizens, or in their personal lives.

To design authentic assignments:

  • Choose real-world content . If you want students to be able to apply disciplinary methods, frameworks, and terminology to solve real-world problems after your course, you must have them engage with real-world examples, procedures, and tools during your course. Include actual case studies, documents, data sets, and problems from your field in your assessments.
  • Target a real-world audience . Ask students to direct their work to a tangible reader, listener or viewer, rather than to you. For example, they could write a blog for their peers or create a presentation for a future employer.
  • Use real-world formats . Have students develop content in formats used in professional or real-life discourse. For example, instead of a conventional paper, students could write an email to a colleague or a letter to a government official, develop a project proposal or product pitch for a community-based company, post a how-to video on YouTube, or create an infographic to share on social media.

Simulations, role plays, case studies, portfolios, project-based learning, and service learning are all great avenues to bring authentic assessment into your course.

Make sure assignments are achievable.

Your students juggle coursework from several classes, so it’s important to be conscious of workload. Assign tasks they can realistically handle at a given point in the term. If it takes you three hours to do something, it will likely take your students six hours or more. Choose assignments that assess multiple learning outcomes from your course to keep your grading manageable and your feedback useful (Rayner et al., 2016).

Scaffold assignments so students can develop knowledge and skills over time.

For large assignments, use scaffolding to integrate multiple opportunities for feedback, reflection, and improvement. Scaffolding means breaking a complex assignment down into component parts or smaller progressive tasks over time. Practicing these smaller tasks individually before attempting to integrate them into a completed assignment supports student learning by reducing the amount of information they need to process at a given time (Salden et al., 2006).

Scaffolding ensures students will start earlier and spend more time on big assignments. And it provides you more opportunities to give feedback and guidance to support their ultimate success. Additionally, scaffolding can draw students’ attention to important steps in a process that are often overlooked, such as planning and revision, leading them to be more independent and thoughtful about future work.

A familiar example of scaffolding is a research paper. You might ask students to submit a topic or thesis in Week 3 of the semester, an annotated bibliography of sources in Week 6, a detailed outline in Week 9, a first draft on which they can get peer feedback in Week 11, and the final draft in the last week of the semester.

Your course journey is decided in part by how you sequence assignments. Consider where students are in their learning and place assignments at strategic points throughout the term. Scaffold across the course journey by explaining how each assignment builds upon the learning achieved in previous ones (Walvoord & Anderson, 2011). 

Be transparent about assignment instructions and expectations. 

Communicate clearly to students about the purpose of each assignment, the process for completing the task, and the criteria you will use to evaluate it before they begin the work. Studies have shown that transparent assignments support students to meet learning goals and result in especially large increases in success and confidence for underserved students (Winkelmes et al., 2016).

To increase assignment transparency:

Instructor giving directions to a class.

  • Explain how the assignment links to one or more course learning outcomes . Understanding why the assignment matters and how it supports their learning can increase student motivation and investment in the work.
  • Outline steps of the task in the assignment prompt . Clear directions help students structure their time and effort. This is also a chance to call out disciplinary standards with which students are not yet familiar or guide them to focus on steps of the process they often neglect, such as initial research.
  • Provide a rubric with straightforward evaluation criteria . Rubrics make transparent which parts of an assignment you care most about. Sharing clear criteria sets students up for success by giving them the tools to self-evaluate and revise their work before submitting it. Be sure to explain your rubric, and particularly to unpack new or vague terms; for example, language like "argue," “close reading,” "list significant findings," and "document" can mean different things in different disciplines. It is helpful to show exemplars and non-exemplars along with your rubric to highlight differences in unacceptable, acceptable, and exceptional work.

Engage students in reflection or discussion to increase assignment transparency. Have them consider how the assessed outcomes connect to their personal lives or future careers. In-class activities that ask them to grade sample assignments and discuss the criteria they used, compare exemplars and non-exemplars, engage in self- or peer-evaluation, or complete steps of the assignment when you are present to give feedback can all support student success.

Technology Tip   

Enter all  assignments and due dates  in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to  develop rubrics  for every assignment in your course. 

Sample Bloom’s Verbs

Building a question bank, using the transparent assignment template, sample assignment: ai-generated lesson plan.

Include frequent low-stakes assignments and assessments throughout your course to provide the opportunities for practice and feedback that are essential to learning. Consider a variety of formative and summative assessment types so students can demonstrate learning in multiple ways. Use Bloom’s Taxonomy to determine—and communicate—the specific skills you want to assess.

Remember that effective assessments of student learning are:

  • Aligned to course learning outcomes
  • Authentic, or resembling real-world tasks
  • Achievable and realistic
  • Scaffolded so students can develop knowledge and skills over time
  • Transparent in purpose, tasks, and criteria for evaluation
  • Collaborative learning techniques: A handbook for college faculty (book)
  • Cheating Lessons (book)
  • Minds online: Teaching effectively with technology (book)
  • Assessment: The Silent Killer of Learning (video)
  • TILT Higher Ed Examples and Resource (website)
  • Writing to Learn: Critical Thinking Activities for Any Classroom (guide)

Ambrose, S.A., Bridges, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K. (2010).  How learning works: Seven research-based principles for smart teaching . John Wiley & Sons. 

Barnett, S.M., & Ceci, S.J. (2002). When and where do we apply what we learn? A taxonomy for far transfer.  Psychological Bulletin , 128 (4). 612–637.  

Bransford, J.D, & Schwartz, D.L. (1999). Rethinking transfer: A simple proposal with multiple implications.  Review of Research in Education , 24 . 61–100.  

Fink, L. D. (2013).  Creating significant learning experiences: An integrated approach to designing college courses . John Wiley & Sons. 

Karpicke, J.D., & Roediger, H.L., III. (2008). The critical importance of retrieval for learning.  Science ,  319 . 966–968.  

Rayner, K., Schotter, E. R., Masson, M. E., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help?.  Psychological Science in the Public Interest ,  17 (1), 4-34.     

Salden, R.J.C.M., Paas, F., van Merriënboer, J.J.G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills.  Computers in Human Behavior , 22 (3). 321–333.  

Walvoord, B. E., & Anderson, V. J. (2010).  Effective grading: A tool for learning and assessment in college . John Wiley & Sons. 

Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches.  Assessment & Evaluation in Higher Education , 38 (4). 477–491.  

Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K.H. (2016). A teaching intervention that increases underserved college students’ success.  Peer Review , 18 (1/2). 31–36. Retrieved from

Related Teaching Topics

A positive approach to academic integrity, creating and adapting assignments for online courses, ai teaching strategies: transparent assignment design, designing research or inquiry-based assignments, using backward design to plan your course, universal design for learning: planning with all students in mind, search for resources.

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What is Project Evaluation? The Complete Guide with Templates


Project evaluation is an important part of determining the success or failure of a project. Properly evaluating a project helps you understand what worked well and what could be improved for future projects. This blog post will provide an overview of key components of project evaluation and how to conduct effective evaluations.

What is Project Evaluation?

Project evaluation is a key part of assessing the success, progress and areas for improvement of a project. It involves determining how well a project is meeting its goals and objectives. Evaluation helps determine if a project is worth continuing, needs adjustments, or should be discontinued.

A good evaluation plan is developed at the start of a project. It outlines the criteria that will be used to judge the project’s performance and success. Evaluation criteria can include things like:

  • Meeting timelines and budgets - Were milestones and deadlines met? Was the project completed within budget?
  • Delivering expected outputs and outcomes - Were the intended products, results and benefits achieved?
  • Satisfying stakeholder needs - Were customers, users and other stakeholders satisfied with the project results?
  • Achieving quality standards - Were quality metrics and standards defined and met?
  • Demonstrating effectiveness - Did the project accomplish its intended purpose?

Project evaluation provides valuable insights that can be applied to the current project and future projects. It helps organizations learn from their projects and continuously improve their processes and outcomes.

Project Evaluation Templates

These templates will help you evaluate your project by providing a clear structure to assess how it was planned, carried out, and what it achieved. Whether you’re managing the project, part of the team, or a stakeholder, these template assist in gathering information systematically for a thorough evaluation.

Project Evaluation Template 1

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Project Evaluation Template 2

Project Evaluation Methods

Project evaluation involves using various methods to assess the performance and impact of a project. The choice of methods depends on the nature of the project, its objectives, and the available resources. Here are some common project evaluation methods:

Pre-project evaluation

Pre-project evaluations are done before a project begins. This involves evaluating the project plan, scope, objectives, resources, and budget. This helps determine if the project is feasible and identifies any potential issues or risks upfront. It establishes a baseline for later evaluations.

Ongoing evaluation

Ongoing evaluations happen during the project lifecycle. Regular status reports track progress against the project plan, budget, and deadlines. Any deviations or issues are identified and corrective actions can be taken promptly. This allows projects to stay on track and make adjustments as needed.

Post-project evaluation

Post-project evaluations occur after a project is complete. This final assessment determines if the project objectives were achieved and customer requirements were met. Key metrics like timeliness, budget, and quality are examined. Lessons learned are documented to improve processes for future projects. Stakeholder feedback is gathered through surveys, interviews, or focus groups .

Project Evaluation Steps

When evaluating a project, there are several key steps you should follow. These steps will help you determine if the project was successful and identify areas for improvement in future initiatives.

Step 1: Set clear goals

The first step is establishing clear goals and objectives for the project before it begins. Make sure these objectives are SMART: specific, measurable, achievable, relevant and time-bound. Having clear goals from the outset provides a benchmark for measuring success later on.

Step 2: Monitor progress

Once the project is underway, the next step is monitoring progress. Check in regularly with your team to see if you’re on track to meet your objectives and deadlines. Identify and address any issues as early as possible before they become major roadblocks. Monitoring progress also allows you to course correct if needed.

Step 3: Collect data

After the project is complete, collect all relevant data and metrics. This includes both quantitative data like budget information, timelines and deliverables, as well customer feedback and qualitative data from surveys or interviews. Analyzing this data will show you how well the project performed against your original objectives.

Step 4: Analyze and interpret

Identify what worked well and what didn’t during the project. Highlight best practices to replicate and lessons learned to improve future initiatives. Get feedback from all stakeholders involved, including project team members, customers and management.

Step 5: Develop an action plan

Develop an action plan to apply what you’ve learned for the next project. Update processes, procedures and resource allocations based on your evaluation. Communicate changes across your organization and train employees on any new best practices. Implementing these changes will help you avoid similar issues the next time around.

Benefits of Project Evaluation

Project evaluation is a valuable tool for organizations, helping them learn, adapt, and improve their project outcomes over time. Here are some benefits of project evaluation.

  • Helps in making informed decisions by providing a clear understanding of the project’s strengths, weaknesses, and areas for improvement.
  • Holds the project team accountable for meeting goals and using resources effectively, fostering a sense of responsibility.
  • Facilitates organizational learning by capturing valuable insights and lessons from both successful and challenging aspects of the project.
  • Allows for the efficient allocation of resources by identifying areas where adjustments or reallocations may be needed.
  • Provides evidence of the project’s value by assessing its impact, cost-effectiveness, and alignment with organizational objectives.
  • Involves stakeholders in the evaluation process, fostering collaboration, and ensuring that diverse perspectives are considered.

Project Evaluation Best Practices

Follow these best practices to do a more effective and meaningful project evaluation, leading to better project outcomes and organizational learning.

  • Clear objectives : Clearly define the goals and questions you want the evaluation to answer.
  • Involve stakeholders : Include the perspectives of key stakeholders to ensure a comprehensive evaluation.
  • Use appropriate methods : Choose evaluation methods that suit your objectives and available resources.
  • Timely data collection : Collect data at relevant points in the project timeline to ensure accuracy and relevance.
  • Thorough analysis : Analyze the collected data thoroughly to draw meaningful conclusions and insights.
  • Actionable recommendations : Provide practical recommendations that can lead to tangible improvements in future projects.
  • Learn and adapt : Use evaluation findings to learn from both successes and challenges, adapting practices for continuous improvement.
  • Document lessons : Document lessons learned from the evaluation process for organizational knowledge and future reference.

How to Use Creately to Evaluate Your Projects

Use Creately’s visual collaboration platform to evaluate your project and improve communication, streamline collaboration, and provide a visual representation of project data effectively.

Task tracking and assignment

Use the built-in project management tools to create, assign, and track tasks right on the canvas. Assign responsibilities, set due dates, and monitor progress with Agile Kanban boards, Gantt charts, timelines and more. Create task cards containing detailed information, descriptions, due dates, and assigned responsibilities.

Notes and attachments

Record additional details and attach documents, files, and screenshots related to your tasks and projects with per item integrated notes panel and custom data fields. Or easily embed files and attachments right on the workspace to centralize project information. Work together on project evaluation with teammates with full multiplayer text and visual collaboration.

Real-time collaboration

Get any number of participants on the same workspace and track their additions to the progress report in real-time. Collaborate with others in the project seamlessly with true multi-user collaboration features including synced previews and comments and discussion threads. Use Creately’s Microsoft Teams integration to brainstorm, plan, run projects during meetings.

Pre-made templates

Get a head start with ready-to-use progress evaluation templates and other project documentation templates available right inside the app. Explore 1000s more templates and examples for various scenarios in the community.

In summary, project evaluation is like a compass for projects, helping teams understand what worked well and what can be improved. It’s a tool that guides organizations to make better decisions and succeed in future projects. By learning from the past and continuously improving, project evaluation becomes a key factor in the ongoing journey of project management, ensuring teams stay on the path of excellence and growth.

More project management related guides

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  • The Practical Guide to Creating a Team Charter
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  • A Practical Guide to Resource Scheduling in Project Management

Join over thousands of organizations that use Creately to brainstorm, plan, analyze, and execute their projects successfully.

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Amanda Athuraliya is the communication specialist/content writer at Creately, online diagramming and collaboration tool. She is an avid reader, a budding writer and a passionate researcher who loves to write about all kinds of topics.


Assessment: Writing clear assignments

  • Aligning outcomes, assessment, and instruction
  • Examples from a range of disciplines
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  • Examples from practical nursing
  • Examples from psychology
  • Types of assessment
  • Test construction basics
  • Multiple choice questions
  • Short answer questions
  • Completion questions
  • Matching questions
  • True/false questions
  • Take home/open book
  • Reducing test anxiety
  • Benefits and challenges
  • Planning and implementing group work
  • Preparing students for group work
  • Assessing group work
  • Additional resources
  • Writing clear assignments
  • Assessment and AI This link opens in a new window
  • Academic integrity
  • Further readings


Writing clear assignments can be challenging for many instructors. However, over time and with practice, this task does get easier. These guidelines are intended to provide pointers for instructors across all disciplines.   Whether project work, presentations, experiential activities, essays, or research, there are some general guidelines that apply for all kinds of assignments.

Even after writing clear assignment instructions, you may still get questions from students. Share this email template with students to help them clarify their questions.

  • Email template: Helping students ask for clarification on assignments


Keep your readers (students) in mind as you determine the purpose and scope of the assignment.  

  • Ensure you and your students understand the purpose of the assignment. You should be able to articulate why you are asking them to write this paper or do this project.
  • Explicitly link your assignment to at least one learning outcome (purpose) and make this connection clear to students.
  • Ensure students (your intended audience) understand the assignment. Define (or ask students to define) unfamiliar terminology. 
  • Articulate academic integrity expectations and review every time you introduce an assignment.


If your content is clear and well organized, students will have an easier time understanding what you are asking them to do.

  • Explicitly state what you want your students to do (E.g. write a rhetorical analysis , compare the Black Lives Matter protests to the Civil Rights Movement, reflect on their recent clinical experience, argue/take a position on…, etc.).
  • Be concise. If possible, keep your assignment description to one page. If it is longer, use headings to make it easier for students to follow. Include enough detail so students know what you expect but not so much detail that they feel overwhelmed.
  • Break down lengthy assignments into clear, concrete steps (consider using headings); in your course outline, include deadlines for each step.
  • Include key information about due dates, acceptable forms of submission, length, grade weighting of the assignment, and a rubric that indicates the criteria you will use for evaluation.

Write your assignment with diversity and universal design for learning principles in mind, so that it is comprehensible and achievable for all of your students.  

  • Use plain language as much as possible. If you must use discipline-specific language, ensure students understand it.
  • Use clear, directive language: instead of “it is expected that papers will be double-spaced and use 12 point font” (passive voice); “double space your paper and use 12-point font” (active voice).
  • Consider using you (second person) to speak directly to your students: “in this assignment, you will…” instead of “in this assignment, the student will…” This slightly less formal approach is less intimidating to students. This approach will also give you an opportunity to discuss your expectations about which point of view (I, you, they, etc.) students should use in your assignments.


The following strategies will help you support students through all the stages of their process.

  • Ensure your students know where to find the assignment in D2L. Even if you have already walked students through the steps, keep in mind that they are probably taking multiple courses: the layout of D2L varies from one instructor to another.
  • Ask students to mark up a hard copy of the assignment as you review it together in class. If students are unable/unwilling to print the assignment, they can download it to their computer and make electronic notes.
  • Review the assignment with students in class at least twice: once when you first present the assignment, and then again just before students are about to begin.
  • Check in with students periodically to ensure they are progressing through the stages.
  • Encourage students to discuss their assignments with classmates, family, and friends. Good quality work is supported by researching, talking, reflecting, and revising. 
  • Ask your students if the assignment is clear. Invite them to provide anonymous feedback if you think they might be confused about what you are asking of them.
  • Some students are reluctant to approach instructors with questions about assignments. Share this email template with your students. It can be adapted to suit different courses. It contains polite language and helps students to focus their questions. Students can get assistance completing the template at the Writing Centre or a Help Centre . 

Tips specifically for writing clear writing assignments (essays, research papers)

  • Collaborate and consult with your subject liaison librarian when designing research assignments to help avoid outdated or misleading information about  library services. Check out the Library Faculty Services Guide . 
  • If possible, use standard academic writing assignments so students can find supplemental information on websites such as Purdue OWL or Douglas College . Some examples include comparison and contrast , annotated bibliography , reflection paper , argumentative research essay , reflection , etc.   
  • Inform students that the writing expectations in your discipline may vary from the expectations in other disciplines. Addressing this potential inconsistency can reduce students’ confusion.  
  • Avoid combining different types of writing into one prompt: for example, reflection (usually written using first-person) and research (usually written using third person).
  • Embed discipline-specific requirements into your assignment (for example, citation style, peer-reviewed journal articles for sources, etc.).
  • Include the paper length, citation style/format, number and type of sources required (for research papers), and any discipline-specific requirements.  
  • Follow the same citation style your students will use in their papers.
  • Periodically throughout the term, encourage students to use Camosun’s writing support , WriteAway online tutoring assistance , research help , and citation guides .
  • Help students approach writing as a process by embedding deadlines into your course outline (planning, drafting, revising, editing, proofreading).
  • Show your students how to use a Writing Assignment Calculator to break down the writing assignment into steps.
  • Integrate some low-stakes writing assignments into your course.
  • Build in time for students to comment on their own writing. Consider asking them to use an  academic writing checklist before they submit the paper, require in-class peer review sessions, etc.
  • Well before the due date, provide strong writing models based on a similar assignment and analyze them with your students. Collect strong models from your students (with their permission) and renew your supply regularly so you always have plenty of exemplars to analyze together.
  • Consider sharing your own writing process with students. What steps do you follow when you write a new assignment (or revise an existing assignment)?


Put yourself in your students’ shoes and take a critical look at your own writing. What grade would you give yourself on the assignments you write?

  • Use your grading rubric to evaluate how you would do on the assignment.
  • Ask a colleague to review your assignment or submit it to the Writing Centre for feedback.
  • Use these tips to edit and proofread your assignment before you post it to D2L. If your assignment is full of errors, you are not sending the right message to your students.

Resources for further information

  • University of Victoria: Assignment Design and Assessment ; Best Practices
  • Harvard College: A Brief Guide to Designing Essay Assignments
  • Yale Poorvu Centre for Teaching and Learning: Designing Assignments
  • Royal Roads University: Communicating Expectations for Writing (video)
  • Royal Roads University: Determining Writing Expectations
  • Carnegie Mellon University: How Can I Help Students Become Better Writers… When I Am not a Writing Teacher?
  • Massachusetts Institute of Technology: Resources for Teachers: Creating Writing Assignments
  • University of Colorado: Designing and Evaluating Writing Assignments
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“Analysis/Evaluation” provided by the authors

“Reflective Writing Prompt: Analysis and Evaluation Assignment” by the authors

Chapter Preview

  • Explain the components of an analysis and evaluation essay.
  • Recognize reasons to engage in evaluative writing.

assignment evaluation format


provided by the authors

Evaluative writing is a specific genre that analyzes a subject in order to make and support a “judgment call,” a judgment that is based on specific, clear criteria. That judgment – which is your reasoned opinion – becomes the heart of the essay’s thesis, clearly stating whether the subject is successful or not based on how it meets established criteria.

You might engage in this type of writing in order to analyze and evaluate the effectiveness of one item or as a way of comparing two or more similar items in order to make a decision: which is more effective, which does a better job? To fully answer those questions requires practicing close reading to understand the text’s rhetorical situation  (audience, purpose, genre) using analysis to select criteria (or standards) to form a judgment (evaluation). That judgment must be supported by specific details drawn from the subjects, and thoroughly explained to justify your conclusion.

Important Concepts

evaluative writing

rhetorical situation

Reflective Writing Prompt

ANALYSIS Reflection Assignment

Licenses and Attributions


Composing Ourselves and Our World,   Provided by: the authors. License:  Attribution 4.0 International (CC BY 4.0)

  • Video 1:  Analysis and Evaluation Essay Tactics by  Kris Baranovic .  License: Standard YouTube License.

Composing Ourselves and Our World Copyright © 2019 by Auburn University at Montgomery is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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How to Write a Self Evaluation (With Examples)

assignment evaluation format

Self evaluations are performance assessments that bring you and your manager together to rate your performance over a given time span (quarterly, semi-annually, annually) either using a scale (one to 10 or one to five) or by answering open-ended questions. You complete the evaluation and so does your manager. During the performance review , the two of you compare notes to arrive at a final evaluation.

What Is a Self Evaluation?

Self evaluations are performance assessments that both employees and managers complete. They can be done quarterly, semi-annually or annually, and range from open-ended questions discussed to ratings given on a numeric scale.

Writing about yourself, especially if those words are going to be part of your permanent work record, can be daunting. But it doesn’t have to be. In fact, self evaluations give you a voice in your performance review , and they’re opportunities to outline your career goals and get help in reaching them.

Below, we’ll examine self evaluation benefits, tips and examples, plus how both employees and managers can complete them successfully.

More on Self Evaluations Self-Evaluations Make Stronger Leaders. Here’s How to Write One.

Benefits of Self Evaluations 

Benefits of employee self evaluations include:  

1. Help Employees and Managers Prepare for Performance Reviews

Completing a self evaluation can help guide the eventual performance-review conversation in a structured, but meaningful, way. It also helps both parties get an idea of what needs to be discussed during a performance review, so neither feels caught off guard by the conversation.

2. Give Employees an Opportunity to Reflect on Their Progress

Since self evaluations are inherently reflective, they allow employees to identify and examine their strengths and weaknesses. This helps employees both know their worth to an organization and what they still have left to learn. 

“Self evaluations enable employees to see their work in its entirety,” Jill Bowman, director of people at fintech company Octane , said. “They ensure that employees reflect on their high points throughout the entire year and to assess their progress towards achieving predetermined objectives and goals.” 

3. Help Managers Track Employee Accomplishments

Employee self assessments help managers more accurately remember each employee’s accomplishments. “As many managers often have numerous direct reports, it provides a useful summary of the achievements of each member,” Bowman said. 

4. Improve Employee Satisfaction

Academic literature indicates that employees are more satisfied with evaluations that involve two-way communication and encourage a conversation between manager and employee, according to Thomas Begley, professor of management at Rensselaer Polytechnic Institute . 

The thing is, employees have to trust that the process is fair, Begley added. If they believe it is, and they’re treated fairly and respectfully during the process, employees react positively to self evaluations.

5. Can Decrease Employee Turnover

Some companies see tangible results from self evaluations. For example, Smarty , an address-verification company, enjoys low staff turnover, said Rob Green, chief revenue officer. The self-evaluation method, coupled with a strong focus on a communication-based corporate culture, has resulted in a 97 percent retention rate, Green told Built In.

Related 6 Ways to Be More Confident in Performance Reviews

How to Write a Self Evaluation

The ability to write a self evaluation is a critical career skill.

“Self evaluations give you a platform to influence your manager and in many cases, reframe the nature of the relationship with your manager,” Richard Hawkes, CEO and founder of Growth River , a leadership and management consulting company, said. “And all results in business happen in the context of relationships.”

Below are some tips on how to complete a self evaluation.  

1. Track Your Work and Accomplishments

Daily or weekly tracking of your work can help you keep track of your progress and also prevent last-minute “what on earth did I do the last six months?” panic at performance evaluation time, said Peter Griscom, CEO at Tradefluence . “Strip down the questions to two or three, and just ask yourself, ‘How well did I communicate today?’ ‘How well did I solve problems today?’ ‘What have I achieved today?’” Griscom said. “Get in the habit of writing those things out and keeping track and over time.”

2. Answer Honestly  

For his first self evaluation, Griscom remembers wondering how to best answer the questions. After he asked his manager for guidance, Griscom answered the questions as accurately as he could. “What came out of it was really valuable, because it gave me a chance to reflect on my own achievements and think about where I can improve,” he said. “It forced me to do the thinking instead of just accepting feedback.”  

3. Highlight Your Achievements

If your boss has a handful of direct reports, chances are good they haven’t noticed each of your shining moments during a review period. This is your chance to spotlight yourself. Quotas exceeded, projects finished ahead of schedule, fruitful mentoring relationships, processes streamlined — whatever you’ve done, share it, and don’t be shy about it, said Alexandra Phillips , a leadership and management coach. Women, especially, tend not to share achievements and accomplishments as loudly or often as they should. “Make sure your manager has a good sense of where you’ve had those wins, large and small, because sometimes they can fly under the radar,” Phillips added.

Related What Are Short-Term Career Goals? (With 12 Examples)

4. Admit Weaknesses and How You Have Grown 

If you’ve made a whopper mistake since your past review, mention it — and be sure to discuss what you’ve learned from it. Chances are good your manager knows you made a mistake, and bringing it up gives you the opportunity to provide more context to the situation.

5. Acknowledge Areas of Improvement

Be prepared for your manager to point out a few areas for improvement. This is where career growth happens. “If you want something,” whether it’s a promotion or move to another department, “you need to know how to get there,” said Phillips.

Related Long-Term Career Goals: How to Set a Successful Development Plan

Self Evaluation Examples and Templates Answers

Still not sure what to do when you put pen to paper? Here are six open-ended self evaluation sample questions from the Society for Human Resource Management, as well as example answers you can use to prepare for your own self evaluation.  

Job Performance Examples

List your most significant accomplishments or contributions since last year. How do these achievements align with the goals/objectives outlined in your last review?

How to answer with positive results: In the past year, I successfully led our team in finishing [project A]. I was instrumental in finding solutions to several project challenges, among them [X, Y and Z]. When Tom left the company unexpectedly, I was able to cover his basic tasks until a replacement was hired, thus keeping our team on track to meet KPIs. 

I feel the above accomplishments demonstrate that I have taken more of a leadership role in our department, a move that we discussed during my last performance review.

How to answer with ways to improve: Although I didn’t meet all of my goals in the last year, I am working on improving this by changing my workflow and holding myself accountable. I am currently working to meet my goals by doing [X, Y and Z] and I plan to have [project A] completed by [steps here]. I believe that I will be able to correct my performance through these actionable steps. 

Describe areas you feel require improvement in terms of your professional capabilities. List the steps you plan to take and/or the resources you need to accomplish this.

I feel I could do better at moving projects off my desk and on to the next person without overthinking them or sweating details that are not mine to sweat; in this regard I could trust my teammates more. I plan to enlist your help with this and ask for a weekly 15-minute one-on-one meeting to do so.

Identify two career goals for the coming year and indicate how you plan to accomplish them.

One is a promotion to senior project manager, which I plan to reach by continuing to show leadership skills on the team. Another is that I’d like to be seen as a real resource for the organization, and plan to volunteer for the committee to update the standards and practices handbook.  

Leadership Examples

Since the last appraisal period, have you successfully performed any new tasks or additional duties outside the scope of your regular responsibilities? If so, please specify.

How to answer with positive results: Yes. I have established mentoring relationships with one of the younger members of our team, as well as with a more seasoned person in another department. I have also successfully taken over the monthly all-hands meeting in our team, trimming meeting time to 30 minutes from an hour and establishing clear agendas and expectations for each meeting. Again, I feel these align with my goal to become more of a leader.

How to answer with ways to improve: Since the last review period, I focused my efforts on improving my communication with our team, meeting my goals consistently and fostering relationships with leaders in other departments. Over the next six months, I plan on breaking out of my comfort zone by accomplishing [X, Y and Z]. 

What activities have you initiated, or actively participated in, to encourage camaraderie and teamwork within your group and/or office? What was the result?

How to answer with positive results: I launched the “No More Panicked Mondays” program to help on-site and remote colleagues make Mondays more productive. The initiative includes segmenting the day into 25-minute parts to answer emails, get caught up on direct messages, sketch out to-do lists and otherwise plan for the week ahead. NMPM also includes a 15-minute “Weekend Update” around lunch time, during which staff shares weekend activities. Attendance was slow at first but has picked up to nearly 90 percent participation. The result overall for the initiative is more of the team signs on to direct messages earlier in the day, on average 9:15 a.m. instead of the previous 10 a.m., and anecdotally, the team seems more enthusiastic about the week. I plan to conduct a survey later this month to get team input on how we can change up the initiative.

How to answer with ways to improve: Although I haven’t had the chance to lead any new initiatives since I got hired, I recently had an idea for [A] and wanted to run it by you. Do you think this would be beneficial to our team? I would love to take charge of a program like this. 

Professional Development Examples

Describe your professional development activities since last year, such as offsite seminars/classes (specify if self-directed or required by your supervisor), onsite training, peer training, management coaching or mentoring, on-the-job experience, exposure to challenging projects, other—please describe.

How to answer with positive results: I completed a class on SEO best practices and shared what I learned from the seminar during a lunch-and-learn with my teammates. I took on a pro-bono website development project for a local nonprofit, which gave me a new look at website challenges for different types of organizations. I also, as mentioned above, started two new mentoring relationships.

How to answer with ways to improve: This is something I have been thinking about but would like a little guidance with. I would love to hear what others have done in the past to help me find my footing. I am eager to learn more about [A] and [B] and would like to hear your thoughts on which courses or seminars you might recommend. 

Related How to Find the Right Mentor — and How to Be One

Types of Self Evaluations

Self evaluations can include rating scale questions, open-ended questions or a hybrid of both. Each approach has its own set of pros and cons to consider.  


Rating scale self evaluations give a list of statements where employees are asked to rate themselves on a scale of one to five or one to ten (generally the higher the number, the more favorable the rating). 

For example, in Smarty’s self evaluations, it uses a tool called 3A+. This one calls for employees and managers to sit down and complete the evaluation together, at the same time. Employees rate themselves from 3, 2 or 1 (three being the best) on their capability in their role; A, B or C on their helpfulness to others, and plus or minus on their “diligence and focus” in their role. Managers rate the employees using the same scale. A “perfect” score would be 3A+, while an underperforming employee would rate 2B-.

At the performance evaluation meeting, managers and employees compare their ratings, and employees ask for feedback on how they can improve.

But rating systems can have their challenges that are often rooted in bias . For example, women are more likely to rate themselves lower than men. People from individualistic cultures, which emphasize individuals over community, will rate themselves higher than people from collectivist cultures, which place a premium on the group rather than the individual.


Open-ended questions ask employees to list their accomplishments, setbacks and goals in writing. The goal of open-ended questions is to get employees thinking deeply about their work and where they need to improve. 

Open-ended questions allow employees a true voice in the process, whereas “self ratings” can sometimes be unfair , Fresia Jackson, lead research people scientist at Culture Amp , said. 

With open-ended questions, employees tend to be more forgiving with themselves, which can be both good and bad. Whatever result open ended questions bring about, they typically offer more fodder for discussion between employees and managers.  


Hybrid self evaluations combine both rating questions and open-ended questions, where employees assess their skills and accomplishments by using a number scale and by answering in writing. This type of self evaluation lets employees provide quantitative and qualitative answers for a more holistic reflection. 

Self-Evaluation Questions for Performance Reviews

If you’ve never done a self evaluation, or if you just need a refresher before your next performance review, looking over some examples of self evaluation questions — like the ones below — can be a helpful starting point.  


  • What are you most proud of?
  • What would you do differently?
  • How have you carried out the company’s mission statement?
  • Where would you like to be a year from now?
  • List your skills and positive attributes.
  • List your accomplishments, especially those that impacted others or moved you toward goals.
  • Think about your mistakes and what you’ve learned from them.
  • What are your opportunities to grow through advancement and/or learning?
  • How do the above tie to your professional goals?


  • What are you interested in working on?
  • What are you working on now?
  • What do you want to learn more about?
  • How can I as your manager better support you?
  • What can the company do to support your journey?
  • How can the immediate team support you?
  • What can you do to better support the team and the company? 


  • How did you perform in relation to your goals?
  • What level of positive impact did your performance have on the team?
  • Did your performance have a positive impact on the business?
  • What was your level of collaboration with other departments?
  • What corporate value do you bring to life?
  • What corporate value do you most struggle to align with?
  • Summarize your strengths.
  • Summarize your development areas.
  • Summarize your performance/achievements during this year.
  • How would you rate your overall performance this year? 

Related How to Set Professional Goals

How Should Managers Approach Self Evaluations?

It’s clear here that self evaluations, as a type of performance review, are more employee- than manager-driven. That said, managers are a key ingredient in this process, and the way managers handle self evaluations determines much about how useful they are and how well employees respond to them. To make sure they’re as effective as possible, consider these suggestions.  

Train Managers on How to Use Evaluations

“If you don’t, there’s no point in doing them, because the manager is going to be the one driving the conversations,” Elisabeth Duncan, vice president of human resources at Evive, said. “Without training, the [evaluations] will be a checkbox and not meaningful.”

Don’t Use Ratings Formulaically

The results of self evaluations that employ a scale (say, one to five) can vary wildly, as one manager’s three is another manager’s five. Use the scale to identify and address discrepancies between the manager’s and employee’s answers, not to decide on raises or promotions across the company. 

Hold Self Evaluations Often

They work best as career-development tools if they’re held semi-annually, quarterly or even more often. “It’s about an ongoing, consistent conversation,” Duncan said. 

Tailor Them For Each Department

Competencies in sales very likely differ from competencies in tech, marketing and other departments. Competencies for junior-level employees probably differ wildly from those for senior managers. Self evaluations tailored to different employee populations will be more effective, and fairer. 

Stress That the Rating Is Just the Start

The rating or the open-ended questions are the beginning of the evaluation process; they are not the process itself. “These are tools to trigger a conversation,” Duncan said.

Overall, think of self evaluations as a way to engage with your manager and your work in a way that furthers your career. Embrace the self evaluation and get good at writing them. In no time at all, you’ll find that they can be a productive way to reflect on yourself and your skillset. 

Frequently Asked Questions

What is a self evaluation.

A self evaluation is a personal assessment used for employees to reflect on their strengths, weaknesses, accomplishments and overall progress during an allotted time on the job.

Self evaluations are often completed quarterly, semi-annually or annually, and can include numbered rating questions or open-ended written questions.

How do you write a good self evaluation?

An effective self evaluation is one where you highlight your achievements and instances of growth as well as areas for improvement during your given period of time at work. Tracking specific accomplishments and metrics can be especially helpful for writing a good self evaluation.

Great Companies Need Great People. That's Where We Come In.

2000+ Performance Review Phrases: The Complete List (Performance Feedback Examples)

By Andre Wyatt on January 24, 2021 — 79 minutes to read

  • Collaboration and Cooperation Part 1
  • Commitment and Professionalism Part 2
  • Attendance and Punctuality Part 3
  • Quality of Work and Productivity Part 4
  • Adaptability Part 5
  • Communication and Interpersonal Skills Part 6
  • Creativity and Innovation Part 7
  • Accountability Part 8
  • Customer Focus and Customer Satisfaction Part 9
  • Decision-Making and Problem-Solving Part 10
  • Dependability and Reliability Part 11
  • Ethics and Integrity Part 12
  • Flexibility Part 13
  • Goal-Setting Part 14
  • Initiative Part 15
  • Job Knowledge Part 16
  • Judgment Part 17
  • Listening Skills Part 18
  • Leadership and Mentoring Part 19
  • Management Style and Supervision Part 20
  • Organizing and Planning Part 21
  • Teamwork Part 22
  • Technical Skills Part 23
  • Time Management Part 24
  • Training Ability Part 25
  • Attitude Part 26
  • Critical Thinking Part 27
  • General Phrases Part 28

Part 1 Collaboration and Cooperation

Meets or exceeds expectations.

✓ He helps coworkers with their tasks even if they are outside his direct responsibility.

✓ He always assists coworkers that are having difficulty with their tasks.

✓ He promotes cooperation well to ensure staff work as a team to meet deadlines.

✓ He offers assistance willingly.

✓ He accepts constructive criticism positively.

✓ He can be counted on to carry out assignments with careful follow-through and follow-up.

✓ He volunteers to help other teams that need assistance meeting their goals.

✓ He readily shares information and resources with coworkers.

✓ He makes an effort to understand different perspectives and find common ground.

✓ He acknowledges others’ contributions and gives credit where credit is due.

✓ He helps resolve conflicts constructively by listening to all sides.

✓ He treats all coworkers, regardless of role or level, with equal respect.

✓ He keeps others informed of his progress so they can provide input.

✓ He compromises when necessary to reach agreements beneficial to all.

✓ He respects others’ time by communicating delays and being punctual.

✓ He supports team decisions even if they differ from his own viewpoints.

✓ He welcomes new coworkers and helps them learn their roles quickly.

✓ He identifies opportunities for coworkers to collaborate effectively.

✓ He brings people together around shared goals rather than divisions.

✓ He considers multiple viewpoints when evaluating alternatives and solutions.

✓ He facilitates cooperation across departments and organizational boundaries.

✓ He helps orient newcomers to workplace norms, policies and best practices.

✓ He takes initiative to maintain positive working relationships with others.

✓ He takes an active interest in coworkers’ work and helps where needed.

✓ He expresses appreciation for others’ contributions to the team’s success.

✓ He keeps an open mind and is willing to re-evaluate his own assumptions.

✓ He acknowledges his own limitations and involves others as needed.

✓ He makes the needs of the team a priority over his own preferences.

✓ He shares credit liberally and deflects praise onto coworkers.

✓ He makes the effort to connect with coworkers outside of work responsibilities.

✓ He advocates for the team’s interests when interacting with other groups.

✓ He helps foster an environment where people want to cooperate and help each other.

✓ He brings out the best in coworkers through respect, support and positivity.

✓ He makes cooperation and collaboration a regular part of his work approach.

See also: 200+ Performance Review Phrases for Professionalism, Collaboration and Cooperation, Punctuality

Below Expectations

✗ He is not a willing team player and prefers to work individually.

✗ He is unwilling to assist coworkers, even when asked.

✗ He is professional in his work but is unwilling to give advice to others.

✗ He shows himself to be a person who does not want to work with others.

✗ He is the person least likely to offer assistance when needed.

✗ He easily takes on new tasks well but fails to communicate with and train others.

✗ He hoards information and resources rather than sharing them.

✗ He dismisses others’ viewpoints without consideration.

✗ He takes credit for joint work without acknowledging contributions.

✗ He argues his point of view rather than seeking agreement.

✗ He makes no effort to understand perspectives different than his own.

✗ He shows favoritism towards certain coworkers.

✗ He keeps teammates uninformed about his progress and plans.

✗ He is unwilling to compromise on issues important to others.

✗ He misses deadlines without communicating delays appropriately.

✗ He undermines group decisions that don’t align with his preferences.

✗ He does not help new coworkers or ensure they understand their roles.

✗ He fails to identify ways for coworkers to work together effectively.

✗ He allows disagreements to divide the team rather than unite them.

✗ He considers only his perspective rather than many viewpoints.

✗ He does not facilitate cooperation between departments.

✗ He does not help orient newcomers or introduce workplace standards.

✗ He does little to build positive relationships with coworkers.

✗ He is uninterested in others’ work and does not offer assistance.

✗ He fails to acknowledge others’ contributions to success.

✗ He is closed-minded and does not rethink his assumptions.

✗ He takes on too much himself rather than involving others.

✗ He prioritizes his self-interests over the team’s needs.

✗ He takes credit for himself and does not recognize others.

✗ He is detached from coworkers outside of work responsibilities.

✗ He does not represent the team’s interests to other groups.

✗ He fosters an individualistic rather than cooperative culture.

✗ He fails to bring out the best in coworkers.

✗ Cooperation is not a regular part of his work approach.

See also: 200+ Performance Review Phrases for Professionalism, Collaboration and Cooperation, Punctuality Related: 26 Example Paragraphs for Performance Reviews [Positive & Negative Feedback]

Part 2 Commitment and Professionalism

✓ He is self-motivated and strives to complete all his tasks on time.

✓ He is a perfectionist. He does not stop until he has produced excellent results.

✓ He shows significant interest in his job and he constantly generates new ideas.

✓ He has a high level of professional knowledge of his job.

✓ He takes initiative and finds ways to continuously improve his work.

✓ He maintains a positive attitude even during difficult or stressful times.

✓ He takes pride in his work and strives for the highest quality outcomes.

✓ He maintains up-to-date knowledge in his field through ongoing learning.

✓ He approaches problems with care, diligence and a solutions-oriented mindset.

✓ He consistently delivers work that exceeds expectations for his role.

✓ He demonstrates passion for his profession and enthusiasm for his work.

✓ He represents the organization professionally in all interactions.

✓ He pays close attention to details and catches and fixes errors.

✓ He takes responsibility for his work and does not make excuses.

✓ He meets all deadlines through effective time management.

✓ He seeks to continuously improve processes and find efficiencies.

✓ He maintains professional composure even under pressure.

✓ He is dedicated to serving organizational goals and priorities.

✓ He is highly organized and ensures all work is well documented.

✓ He is proactive about anticipating problems and developing solutions.

✓ He takes on extra responsibilities without being asked.

✓ He is willing to work extra hours if needed to complete tasks.

✓ He maintains a high-quality portfolio of work accomplishments.

✓ He seeks feedback to further improve his skills and performance.

✓ He sets an example of excellence that motivates high performance.

✓ He displays leadership and mentors less experienced coworkers.

✓ He demonstrates full commitment to the organization’s success.

✓ He is passionate about his field and continuously expands his expertise.

See also: 200+ Performance Review Phrases for Commitment and Professionalism, Collaboration, Punctuality

✗ He fails to perform his required duties.

✗ He takes excessive breaks and is reluctant to perform his duties.

✗ He often attempts to leave the workplace early.

✗ He fails to show any real interest in his job.

✗ He is rarely on time and his appearance is untidy.

✗ He misses deadlines and does not take responsibility.

✗ His work is sloppy and does not meet quality standards.

✗ He makes excuses when errors occur or problems arise.

✗ He is resistant to feedback and does not take it constructively.

✗ He shows little initiative and relies heavily on supervision.

✗ His knowledge in his field is outdated or insufficient.

✗ He represents the organization unprofessionally to others.

✗ He fails to anticipate issues and leaves problems for others.

✗ He avoids extra responsibilities and passes off work to others.

✗ He is unwilling to work additional hours when required.

✗ He does not document or organize work effectively.

✗ He shows a lack of dedication to organizational goals.

✗ He is disorganized and loses or misfiles important documents.

✗ He displays a poor attitude that negatively impacts others.

✗ He is not punctual and misses meetings or appointments.

✗ His portfolio lacks substance and accomplishments.

✗ He is closed to feedback and does not seek to improve.

✗ He shows lack of passion for his profession or field.

✗ He fails to set a positive example for others.

See also: 200+ Performance Review Phrases for Commitment and Professionalism, Collaboration, Punctuality Related: 28 Essential Areas of Improvement for Employees [with Examples]

Part 3 Attendance and Punctuality

✓ His performance is always reliable and he follows his work schedule well.

✓ He manages his schedule well. He fully completes all tasks assigned to him for the week.

✓ He sets a standard by his perfect attendance.

✓ He is the ideal employee who arrives to work and leaves on time. He also takes his breaks as per his schedule.

✓ He arrives at work every day fully prepared to tackle his responsibilities.

✓ He is reliable and there are no concerns with his attendance.

✓ He is punctual for work and meetings.

✓ He always arrives to work prepared.

✓ He notifies managers well in advance of any planned time off.

✓ He makes arrangements to ensure coverage of responsibilities during absences.

✓ He is present and engaged during all scheduled working hours.

✓ He arrives early to prepare for the day and stays late to complete work.

✓ He adheres strictly to scheduled start and end times each day.

✓ He is always ready to start work promptly at the scheduled time.

✓ He schedules personal appointments outside of working hours.

✓ He coordinates schedules with coworkers to avoid disruption.

✓ He is an exemplary role model for attendance standards.

✓ He ensures tasks are covered when absent through contingency plans.

✓ He is always on time for scheduled shifts, meetings and deadlines.

✓ His attendance and punctuality are impeccable year after year.

✓ He is committed to being present and productive during work hours.

✓ His schedule is optimized to maximize productivity and availability.

✓ He takes initiative to swap shifts to meet organizational needs.

✓ He is reliable in unpredictable or emergency situations.

✓ His attendance creates a standard that motivates others.

✓ He communicates clearly about his availability and schedule.

✓ His attendance record is exemplary with no issues to address.

See also: 200+ Performance Review Phrases for Professionalism, Collaboration, Attendance and Punctuality

✗ He has an inconsistent attitude that often negatively affects the team.

✗ He follows the appropriate schedule but he is often late returning from off-site activities which negatively impacts his coworkers.

✗ He does not meet the attendance standards for punctuality.

✗ He does not return communications in a timely manner.

✗ He is often late for work and does not follow the attendance policy.

✗ He takes unapproved time off or exceeds allotted paid leave.

✗ He is frequently absent or late with no advance notification.

✗ He leaves early or takes extended breaks without permission.

✗ His schedule is unpredictable and disrupts coworkers’ work.

✗ He does not make arrangements when absent and work piles up.

✗ He misses deadlines and appointments due to poor time management.

✗ He arrives late to meetings and appointments on a regular basis.

✗ His tardiness and absenteeism set a negative example for others.

✗ He is frequently unavailable during scheduled working hours.

✗ He takes unscheduled days off at short notice.

✗ His schedule requires excessive supervision and follow up.

✗ He fails to follow attendance and punctuality policies.

✗ His whereabouts and availability are unpredictable.

✗ He does not respond to communications in a timely manner.

✗ His inconsistent schedule disrupts operations.

✗ His attendance record demonstrates repeated issues.

Part 4 Quality of Work and Productivity

✓ He is a detail minded person and his work is always completed with high quality.

✓ He always maintains a high level of accuracy in his work.

✓ He maintains a good standard of work aligned with a high level of productivity.

✓ He takes on new responsibilities with minimal guidance or direction.

✓ He has a strong grasp and understanding of his job responsibilities.

✓ He always maintains accuracy in his work.

✓ He never neglects any detail of any task given to him.

✓ His good performance level is highly appreciated. His work is high quality and accurate.

✓ He developed a [program/initiative] that delivered [x] results.

✓ He improved output/production by [x]%.

✓ He exceeded start of year goals by [number].

✓ He provides consistent results that clients or customers can always count on.

✓ He efficiently completes tasks well ahead of deadlines.

✓ He takes initiative to improve processes and increase efficiency.

✓ His work requires little to no rework or corrections.

✓ He delivers work that sets a high standard for others.

✓ He maintains meticulous records and documentation.

✓ He finds innovative solutions to complex problems.

✓ His work product exceeds the requirements of his role.

✓ He completes extra tasks above his normal duties.

✓ Customers and clients consistently praise his work.

✓ He achieves results above performance targets.

✓ He delivers work on time and within budget.

✓ His solutions are well thought out and long lasting.

See also: 300+ Performance Review Phrases for Quality of Work and Productivity, Adaptability, Communication

✗ He rarely achieves his monthly performance targets.

✗ He produces a higher defect rate than his peers.

✗ His work does not comply with the required output standards.

✗ He demonstrates a low level of knowledge of the required work procedures.

✗ He is reluctant to take on new responsibilities.

✗ He is unable to concentrate on his work.

✗ He is unaware of his job requirements.

✗ The quality of his work is unreliable.

✗ He fails to spend sufficient time to check his work before submission.

✗ He is unable to perform his job without assistance.

✗ His lack of concentration results in a high level of errors.

✗ His work doesn’t pass inspection by other team members.

✗ He doesn’t pay attention to the details of the tasks he is assigned.

✗ He overlooks key requirements given to him for his tasks.

✗ He fails to meet basic quality standards.

✗ His work requires excessive corrections.

Part 5 Adaptability

✓ He maintains a calm and composed demeanor under stressful situations.

✓ He acknowledges and recognizes any proposal for change.

✓ He promptly tackles changes while completing his assignments.

✓ He welcomes criticism that will help to improve the business.

✓ He is willing to look for more effective methods to conduct business.

✓ He adjusts his approach when facing obstacles.

✓ He considers different perspectives before deciding on a course of action.

✓ He incorporates feedback into improving his work methods.

✓ He remains open-minded towards new ideas and suggestions.

✓ He readily accepts additional responsibilities when needed.

✓ He is flexible enough to take on varied tasks.

✓ He adapts his communication style to different personalities.

✓ He makes necessary adjustments to changing priorities.

✓ He alters his approach based on the situation’s unique demands.

✓ He tailors his solutions according to the target audience.

✓ He reworks procedures in response to shifting business needs.

✓ He modifies plans readily in light of new information.

✓ He fine-tunes methods to optimize performance.

✓ He varies his problem-solving techniques for differing issues.

✓ He adjusts easily to new teams and working environments.

✓ He alters traditional methods when more effective options emerge.

✓ He diversifies his skill set through ongoing training.

✓ He reconsiders solutions in response to changing needs.

✓ He tweaks established processes with new developments.

✓ He modifies deadlines and timelines to accommodate alterations.

✓ He reworks content for various presentation formats.

✓ He streamlines operations by refining ineffective practices.

✓ He upgrades skills continuously to stay ahead of changes.

See also: Performance Review Phrases for Quality of Work, Adaptability, Communication

✗ He is slow to confront any changes.

✗ He is unwilling to accept even minor changes.

✗ He is easily confused about “out of plan” changes.

✗ He is unwilling to accept last-minute changes.

✗ He struggles adjusting to unexpected obstacles.

✗ He resists considering different viewpoints.

✗ He fails to incorporate constructive criticism.

✗ He dismisses new ideas without proper evaluation.

✗ He declines additional responsibilities outside his scope.

✗ He struggles shifting between diverse tasks.

✗ He uses a rigid communication approach.

✗ He has difficulty adjusting to shifting priorities.

✗ He applies a one-size-fits-all solution method.

✗ He struggles tailoring solutions for different audiences.

✗ He is slow to modify procedures in response to changes.

✗ He fails to update plans with new information.

✗ He does not fine-tune methods for better performance.

✗ He uses a standardized problem-solving approach.

✗ He has difficulties adjusting to new teams and environments.

✗ He clings to outdated methods despite better options.

✗ He fails to expand his skillset through ongoing learning.

✗ He is slow to reconsider solutions that no longer fit.

✗ He uses a one-size-fits-all communication style.

✗ He resists tweaking processes for new developments.

✗ He does not refine strategies in line with market changes.

✗ He teaches all learners uniformly regardless of needs.

✗ He is inflexible about deadlines and timelines.

✗ He presents content in a rigid format.

✗ He clings to ineffective practices rather than streamline.

✗ He fails to upgrade skills to adapt to changes. See also: Performance Review Phrases for Quality of Work, Adaptability, Communication

Part 6 Communication and Interpersonal Skills

✓ His communication skills, both verbal and written, are highly effective.

✓ He is a friendly communicator and has built a rapport with every division in the company.

✓ His positive attitude and willingness to listen are highly appreciated by her coworkers.

✓ He regularly gives constructive feedback.

✓ He makes new employees feel welcome.

✓ He provides accurate and timely information, both written and orally.

✓ He actively listens to others.

✓ He involves others in problem solving.

✓ He provides clear instructions and expectations.

✓ He accepts criticism, is open to new ideas, and handles conflict constructively and diplomatically.

✓ He articulates ideas in a clear and organized manner.

✓ He communicates effectively with all levels of staff.

✓ He establishes rapport easily with both internal and external contacts.

✓ He shares credit and recognizes others’ contributions.

✓ He gives and receives feedback professionally and productively.

✓ He builds strong working relationships across departments.

✓ He expresses empathy when listening to others.

✓ He facilitates discussions to reach agreement.

✓ He communicates appropriately for each audience and situation.

✓ He addresses concerns respectfully and seeks mutually agreeable solutions.

✓ He presents information compellingly to different groups.

✓ He encourages open dialogue and the sharing of perspectives.

✓ He mediates disagreements constructively to find common ground.

✓ He maintains an approachable demeanor to foster collaboration.

✓ He keeps others informed proactively through regular updates.

✓ He clarifies expectations to ensure shared understanding.

✓ He negotiates diplomatically to reach mutually agreeable solutions.

✓ He fosters an environment of trust and respect among colleagues.

✓ He expresses disagreement respectfully and proposes alternative options.

✓ He welcomes diverse viewpoints and new ideas from all levels.

✓ He facilitates cooperation across teams to accomplish goals.

✓ He connects people to build new relationships and opportunities.

✓ He keeps an open door to address any staff concerns constructively.

✓ He makes others feel heard by paraphrasing their perspectives.

✓ He brings people together, finds common ground and moves discussion forward productively.

✓ He acknowledges others effectively to build morale and engagement.

✓ He resolves interpersonal issues diplomatically to maintain cohesion.

✓ He keeps an even temper when under pressure or during disagreement.

See also: Performance Review Phrases for Communication and Interpersonal Skills

✗ He fails to communicate with his team members in an effective way.

✗ He must improve his foreign language skills.

✗ He is not adept at documenting verbal communication. He should work on this skill over the next 90 days.

✗ He should communicate project status updates more frequently.

✗ Many of his coworkers see him as unapproachable.

✗ He needs to work on listening to others.

✗ He works well with members of his own team, yet he has an “us” against “them” mentality when it comes to others within the company.

✗ He struggles articulating ideas clearly.

✗ He fails to communicate effectively across levels.

✗ He has difficulty establishing rapport externally.

✗ He takes credit individually rather than recognizing others.

✗ He gives feedback in an unproductive manner.

✗ He lacks strong working relationships across departments.

✗ He does not show empathy when others speak.

✗ He does not facilitate discussions to reach agreement.

✗ He uses an inappropriate communication style.

✗ He fails to address concerns respectfully to find solutions.

✗ He presents information poorly to different groups.

✗ He discourages open dialogue and sharing of perspectives.

✗ He handles disagreements in an unconstructive manner.

✗ He maintains an inapproachable demeanor.

✗ He fails to provide regular updates proactively.

✗ He lacks clarity on expectations.

✗ He negotiates in an adversarial rather than cooperative spirit.

✗ He fosters an environment lacking trust and respect.

✗ He expresses disagreement disrespectfully.

✗ He discourages diverse viewpoints and new ideas.

✗ He fails to facilitate cooperation across teams.

✗ He does not connect people to build opportunities.

✗ He is inaccessible to address staff concerns.

✗ He does not acknowledge others’ perspectives.

✗ He moves discussions in an unproductive direction.

✗ He fails to acknowledge others effectively.

✗ He loses his temper during disagreement or pressure. See also: Performance Review Phrases for Communication and Interpersonal Skills

Part 7 Creativity and Innovation

✓ He shows that he can develop creative solutions to solve problems.

✓ He thinks outside the box to find the best solutions to a particular problem.

✓ He regularly contributes suggestions on how to improve company processes.

✓ He constantly searches for new ideas and ways to improve efficiency.

✓ He has launched creative initiatives such as [specific example].

✓ He creates breakthrough and helpful ideas in meetings.

✓ When we face difficulty, we are sure that we can rely on her for a helpful and creative solution.

✓ He is a creative person. When problems occur, he is often the first person who thinks and finds the most effective solutions to deal with them perfectly.

✓ He develops innovative concepts for new products and services.

✓ He approaches challenges with an imaginative mindset.

✓ He generates fresh perspectives on existing problems.

✓ He encourages his team to think creatively and come up with innovative solutions.

✓ He fosters a culture of creativity and innovation within his team.

✓ He recognizes and rewards creative thinking and innovation within his team.

✓ He provides opportunities for his team to develop their creativity and innovation skills.

✓ He collaborates with his team to generate new and innovative ideas.

✓ He is willing to experiment with new approaches or ideas, which enables the team to innovate.

✓ He seeks out new and innovative solutions to problems.

✓ He is receptive to feedback or suggestions from his team regarding creative solutions.

✓ He prioritizes creativity and innovation in his team’s goals and objectives.

✓ He invests in training or development programs to enhance his team’s creativity and innovation skills.

✓ He provides a safe and supportive environment for his team to take creative risks.

✓ He encourages his team to challenge the status quo and think outside the box.

✓ He recognizes and appreciates the value of creative thinking and innovation in achieving business goals.

✓ He is proactive in seeking out new and innovative opportunities for the team.

✓ He provides the necessary autonomy and freedom for his team to explore creative solutions.

✓ He empowers his team to take ownership of their creativity and innovation efforts.

✓ He recognizes and addresses barriers that may hinder his team’s ability to be creative and innovative.

✓ He provides the necessary support and resources for his team to implement creative solutions.

✓ He fosters a culture of experimentation and learning from failure.

✓ He is able to adapt to changing circumstances and find creative solutions to new challenges.

✓ He consistently comes up with fresh and innovative ideas to improve business operations.

✓ He inspires his team to think creatively and embrace new ideas.

✓ He is able to balance creativity with practicality to find effective solutions.

✓ He is skilled at identifying opportunities for innovation and implementing them successfully.

✓ He encourages a collaborative approach to problem-solving, which leads to creative solutions.

✓ He is able to communicate complex ideas in a clear and creative manner.

✓ He is passionate about exploring new ideas and finding innovative solutions to problems.

See also: 242 Performance Appraisal Examples (Creativity, Accountability, Customer Satisfaction)

✗ He does not care about the creative side of his team and always ignores the innovate employees reporting to him.

✗ He does not encourage his team to find creative solutions.

✗ He demonstrates a lack of interest in contributing creative or innovative ideas.

✗ He has a difficult time thinking “outside of the box” and creating new solutions.

✗ He is creative but he has a tendency to act before thinking. This causes problems when he pushes untested or unexamined ideas forward too quickly.

✗ He discourages creative solutions from his team.

✗ He rarely considers new and innovative ideas from his team.

✗ He shows little interest in exploring creative solutions to problems.

✗ He tends to stick to traditional methods instead of exploring new and innovative approaches.

✗ He is not open to new ideas and tends to shut down creative suggestions from his team.

✗ He lacks the ability to think creatively and come up with innovative solutions.

✗ He does not value creativity and innovation in his team.

✗ He is resistant to change and new ideas, which limits the team’s ability to innovate.

✗ He does not provide the necessary resources or support for his team to be creative and innovative.

✗ He does not foster a culture of creativity and innovation within his team.

✗ He is not willing to take risks or try new things, which hinders the team’s ability to innovate.

✗ He does not encourage his team to think creatively and come up with innovative solutions.

✗ He does not recognize or reward creative thinking and innovation within his team.

✗ He does not provide opportunities for his team to develop their creativity and innovation skills.

✗ He does not collaborate with his team to generate new and innovative ideas.

✗ He is not willing to experiment with new approaches or ideas, which limits the team’s ability to innovate.

✗ He does not seek out new and innovative solutions to problems.

✗ He is not receptive to feedback or suggestions from his team regarding creative solutions.

✗ He does not prioritize creativity and innovation in his team’s goals and objectives.

✗ He does not invest in training or development programs to enhance his team’s creativity and innovation skills.

✗ He does not provide a safe and supportive environment for his team to take creative risks.

✗ He does not encourage his team to challenge the status quo and think outside the box.

✗ He does not recognize or appreciate the value of creative thinking and innovation in achieving business goals.

✗ He is not proactive in seeking out new and innovative opportunities for the team.

✗ He does not provide the necessary autonomy and freedom for his team to explore creative solutions.

✗ He does not empower his team to take ownership of their creativity and innovation efforts.

✗ He does not recognize or address barriers that may hinder his team’s ability to be creative and innovative.

✗ He does not provide the necessary support and resources for his team to implement creative solutions.

Part 8 Accountability

✓ His willingness to assist team mates in completing their tasks demonstrates his sense of responsibility.

✓ His is fully accountable for his actions and never shirks responsibility.

✓ He readily assists coworkers in response to fluctuations in workloads.

✓ He offers assistance to others without needing to be asked.

✓ He readily volunteers assistance even when it would not normally be expected.

✓ He is empathetic to the needs of others.

✓ He strives to create a positive atmosphere in the work place.

✓ He shows awareness of the environment external to the organization and its needs.

✓ He routinely uses his time efficiently.

✓ He is always open to receiving feedback on his work.

✓ He takes ownership of tasks from start to finish without needing reminders or oversight.

✓ He recognizes when additional help is required and finds solutions without compromising quality or deadlines.

✓ He acknowledges mistakes and uses them as an opportunity for personal and professional growth.

✓ He considers the impacts of his actions and decisions on others.

✓ He leads by example with a strong work ethic that motivates those around him.

✓ He maintains integrity and earns trust through consistent demonstration of competence and character.

✓ He respects organizational hierarchy while contributing bold new ideas.

✓ He finds meaning and purpose in his work that extends beyond self-interest.

✓ He considers multiple perspectives on challenges and builds consensus before deciding on solutions.

✓ He gives credit to others and shares praise for team accomplishments.

✓ He meets commitments dependably while adapting plans in response to new information.

✓ He maintains a positive, solution-oriented mindset even in stressful or ambiguous situations.

✓ He advocates for process improvements based on objective data rather than subjective preferences.

✓ He builds cooperative relationships across departments and divisions to enhance coordination.

✓ He leads with compassion and brings out the best in others through mentorship and example.

✓ He remains solutions-focused under pressure without allowing stress to diminish performance.

✓ He readily admits gaps in his own knowledge and seeks guidance to develop expertise.

✓ He approaches others and conflicts with empathy, fairness and good faith.

✓ He holds himself accountable to high standards of excellence with diligence and discipline.

✓ He gives full attention to each task and sees them through to completion before moving to new priorities.

✓ He leads proactively and anticipates challenges before they arise.

✓ He sets a vision and strategy for success while empowering others to help achieve shared goals.

✓ He builds a culture of growth where all team members feel empowered to contribute.

✓ He maintains a learning mindset and adopts better practices and tools to optimize outcomes.

✓ He fosters collaboration to leverage diverse skills and perspectives for maximum impact.

See also: Performance Review Phrases for Accountability

✗ He often tries to offset responsibility onto others.

✗ He is very reluctant to acknowledge his failures.

✗ He doesn’t accept responsibility well.

✗ He frequently looks for excuses for failure instead of accepting responsibility.

✗ He blames processes and policies for his own shortcomings.

✗ He resists feedback that challenges his assumptions or requires changes in his methods.

✗ He takes credit for team accomplishments while avoiding blame for setbacks.

✗ He focuses on mistakes of others rather than supporting improvement.

✗ He fails to follow through on commitments, leaving others in the lurch.

✗ He makes excuses when deadlines are missed or quality lapses occur.

✗ He acts entitled and resistant when asked to take on additional responsibilities.

✗ He avoids owning up to subpar work and tries to slip mediocre results past supervisors.

✗ He plays the blame game instead of taking initiative to resolve issues constructively.

✗ He lacks self-awareness and is unable to recognize gaps in competencies or performance.

✗ He shows little initiative and needs constant supervision and prompting.

✗ He becomes defensive when standards are enforced or deadlines loom.

✗ He acts entitled and resistant when asked to improve or take on additional responsibilities.

✗ He makes excuses for missed deadlines and deliverables that do not meet expectations.

✗ He lacks ownership over projects and sees tasks as someone else’s responsibility.

✗ He misses obvious problems and does not recognize the need for corrective action.

✗ He acts like a victim of circumstances beyond his control rather than an empowered agent.

✗ He avoids difficult conversations and decisions, passing problems to others.

✗ He fails to acknowledge missteps, limiting opportunities to learn and grow.

✗ He lacks attention to detail and quality, delivering subpar work products repeatedly.

✗ He makes excuses when deadlines are missed or deliverables fall short of requirements.

✗ He acts entitled and resistant when constructive feedback points to areas needing improvement.

✗ He lacks initiative and ownership, avoiding extra tasks outside of basic job duties.

✗ He plays the victim rather than taking responsibility for solving problems he contributed to creating. See also:  Performance Review Phrases for Accountability

Part 9 Customer Focus and Customer Satisfaction

✓ He can find the right approach with any client, even the most critical one.

✓ He is always polite and friendly with his customers. He never interrupts them during a conversation.

✓ He cannot afford to disappoint his client. If he has promised to do something, he will fulfill his promise.

✓ He always cares about the clients’ comfort and convenience.

✓ He always goes above and beyond his job requirements to satisfy his customers.

✓ He works well with clients. His clients never complain about him.

✓ He deals with difficult customers with grace.

✓ He has consistently high marks on his customer satisfaction surveys.

✓ He provides consistent, quality service to all customers.

✓ He follows up with customers in a timely manner.

✓ He makes an extra effort to keep customers accurately informed.

✓ He listens actively to customers and seeks to understand their needs and preferences.

✓ He responds to customer inquiries promptly and professionally.

✓ He takes ownership of customer issues and works diligently to resolve them.

✓ He anticipates customer needs and proactively offers solutions.

✓ He shows empathy and understanding when customers express frustration or dissatisfaction.

✓ He maintains a positive attitude even when dealing with challenging customers.

✓ He takes responsibility for customer outcomes and works to exceed expectations.

✓ He builds rapport and trust with customers through consistent delivery of high-quality service.

✓ He shows flexibility and adaptability in response to changing customer needs or preferences.

✓ He demonstrates a deep understanding of the products or services he provides to customers.

✓ He seeks feedback from customers to improve service and product offerings.

✓ He maintains accurate and up-to-date records of customer interactions and needs.

✓ He responds to customer complaints with a sense of urgency and works to resolve them quickly.

✓ He is proactive in identifying and addressing potential customer issues before they arise.

✓ He is patient and persistent in working with customers to resolve complex issues.

✓ He is knowledgeable about competitors and industry trends, using this information to better serve customers.

See also: Performance Review Phrases for Customer Focus and Customer Satisfaction

✗ He can deal with the everyday customer service situations, but with complex issues, he is not flexible and does not know what action to take.

✗ His average time per call is too high. He needs to reduce the average time per call.

✗ He can deal with customers on the phone very well, but he does not handle face to face customer contact very well.

✗ His customers always give him low marks in the customer satisfaction surveys.

✗ He does not always listen to his customers well.

✗ He has not understood completely why customer service training is important. He is late to class frequently and sometimes does not take part at all.

✗ He consistently passes challenging issues to others instead of tackling them himself.

✗ He appears to become frustrated by clients who ask questions.

✗ He does not understand how to deal with a difficult customer. He passes difficult customers to his supervisor frequently.

✗ He lacks initiative in finding solutions to challenging customer issues.

✗ He shows impatience or irritation when dealing with customers who have complex or nuanced needs.

✗ He does not take ownership of customer issues and frequently passes them to others.

✗ He does not follow up with customers in a timely or effective manner.

✗ He shows a lack of empathy and understanding when customers express frustration or dissatisfaction.

✗ He does not communicate clearly or effectively with customers, leading to misunderstandings.

✗ He does not take responsibility for customer outcomes and often blames external factors.

✗ He does not provide consistent, quality service to all customers.

✗ He does not anticipate customer needs or proactively offer solutions.

✗ He does not seek feedback from customers to improve service and product offerings.

✗ He does not maintain accurate and up-to-date records of customer interactions and needs.

✗ He does not respond to customer complaints with a sense of urgency or work to resolve them quickly.

✗ He is not patient or persistent in working with customers to resolve complex issues.

✗ He does not have a deep understanding of the products or services he provides to customers.

✗ He does not show flexibility or adaptability in response to changing customer needs or preferences.

✗ He does not maintain a professional and courteous demeanor even in high-pressure situations.

✗ He does not understand the importance of customer service and how it impacts the success of the business.

✗ He is not proactive in identifying and addressing potential customer issues before they arise.

✗ He does not take customer feedback seriously or use it to improve service and product offerings.

✗ He does not follow through on commitments made to customers, leading to dissatisfaction and mistrust.

✗ He does not show a willingness to learn and improve in his customer service skills.

See also:  Performance Review Phrases for Customer Focus and Customer Satisfaction

Part 10 Decision Making and Problem Solving

✓ He is skilled at analyzing any situation and working out a solution.

✓ He always defines a problem clearly and seeks out alternative solutions.

✓ He is decisive in difficult situations.

✓ He is able to make sound fact-based judgments.

✓ He always analyzes an issue carefully and then looks for different ways to resolve that issue.

✓ He is creative and innovative in finding solutions to complex problems.

✓ He is able to prioritize competing demands and make tough decisions.

✓ He shows good judgment and critical thinking skills in his decision-making.

✓ He is able to identify root causes of problems and address them effectively.

✓ He considers all factors carefully before determining the best course of action.

✓ He thinks through potential consequences before settling on a plan.

✓ He weighs pros and cons objectively to arrive at well-reasoned conclusions.

✓ He solicits input from others to gain different perspectives.

✓ He remains calm under pressure and makes level-headed choices.

✓ He approaches issues with an open mind and seeks the optimal solution.

✓ He thinks creatively to find new approaches to challenging problems.

✓ He learns from past experiences to improve future decision making.

✓ He breaks large problems down into smaller, more manageable pieces.

✓ He considers the bigger picture while also focusing on important details.

✓ He gathers relevant facts from reliable sources before determining a plan.

✓ He adapts decisions as new information becomes available.

✓ He finds practical, workable solutions within given time or resource constraints.

✓ He evaluates outcomes and makes adjustments as needed.

✓ He thinks ahead to foresee potential obstacles or unintended consequences.

✓ He makes well-informed choices that balance risks and potential benefits.

✓ He draws logical conclusions based on evidence rather than assumptions.

✓ He considers diverse viewpoints to develop the best plan of action.

✓ He prioritizes issues and tackles the most important ones first.

✓ He remains open-minded to new information that could change his perspective.

✓ He re-evaluates solutions against original goals and makes refinements.

✓ He thinks through second and third order effects of any choice.

See also: 174 Performance Feedback Examples (Reliability, Integrity, Problem Solving)

✗ He applies overly complex and impractical approaches to solving problems.

✗ He struggles to work out a solution to any difficult problem.

✗ He is uncomfortable when faced with any awkward problem.

✗ He easily loses focus when facing a complex situation.

✗ He makes decisions hastily without considering important factors.

✗ He refuses to acknowledge flaws in his own reasoning or choices.

✗ He makes inconsistent decisions without logical rationale.

✗ He does not re-evaluate choices to identify needed adjustments.

✗ He fails to consider second and third order implications of decisions.

✗ He fails to gather sufficient information before determining a course of action.

✗ He allows emotions to cloud objective evaluation of options.

✗ He refuses to accept input that contradicts his preconceived notions.

✗ He becomes flustered under pressure and makes careless mistakes.

✗ He approaches issues with a closed mind and defends initial impressions.

✗ He focuses on a single solution rather than exploring alternatives.

✗ He fails to see connections between decisions and broader implications.

✗ He does not learn from past errors and repeats missteps.

✗ He makes excuses when solutions do not work out as intended.

✗ He avoids responsibility when decisions produce unintended consequences.

✗ He jumps to conclusions without establishing objective facts.

✗ He struggles to break problems down into manageable components.

✗ He loses sight of overarching goals amid minor setbacks or details.

✗ He makes choices based on anecdotes rather than reliable data.

✗ He refuses to re-examine assumptions when results do not materialize.

✗ He fails to establish criteria to evaluate different options objectively.

✗ He does not anticipate potential challenges or unintended consequences.

✗ He struggles to prioritize issues and tackles unimportant problems first.

✗ He does not adapt solutions in response to changing circumstances.

✗ He disregards constraints and proposes unrealistic solutions.

✗ He rushes through important decisions to avoid deeper analysis.

Part 11 Dependability and Reliability

✓ He is willing to work overtime until the project is finished.

✓ He is the go-to person if the task absolutely must be completed by a given time.

✓ He is dependable and turns in good performance each day. He never fails to impress.

✓ He shows faithful commitment to getting the job done. He consistently performs at or above expectations.

✓ When we have a task that must be done, we turn to him. He has our trust because he’s proven he can get the job done.

✓ He is known for his dependability and willingness to do what it takes.

✓ He can be counted upon for steady performance.

✓ He consistently demonstrates solid performance in all aspects of his work.

✓ He handles projects conscientiously from start to finish.

✓ He meets deadlines reliably and completes work within expected timeframes.

✓ He follows through consistently and honors commitments.

✓ He accepts responsibility for tasks and sees them through to completion.

✓ He maintains a consistent level of quality and effort in all duties.

✓ His work is thoroughly done right the first time with few errors.

✓ He can be counted on to handle important tasks independently.

✓ He is punctual and dependable in attendance and timekeeping.

✓ He keeps others informed of progress and potential delays.

✓ He maintains focus and follows through to the end of projects.

✓ His colleagues trust that work assigned to him will be done reliably.

✓ He is accountable and takes ownership of responsibilities.

✓ His performance level remains consistent even under pressure.

✓ He maintains composure and continues working steadily.

✓ He is proactive in preventing delays or issues with deadlines.

✓ His work habits demonstrate discipline and dependability.

✓ He is a rock others can lean on in times of heavy workload.

✓ His performance level is unwavering despite distractions.

✓ He delivers on commitments with consistent effort and quality.

See also: Performance Feedback Examples for Reliability and Dependability

✗ We cannot depend on him. If a task must be completed it is better assigned to someone else.

✗ His productivity is not as good as that of his coworkers.

✗ He is very loyal but he cannot be depended on. He is an irresponsible person.

✗ He demands reliability from others, but not from himself.

✗ He has energy, drive, and performance levels that are inconsistent and unpredictable.

✗ He makes promises that he doesn’t keep.

✗ He guarantees that deadlines will be met, but consistently misses them.

✗ He is reliable when it suits him, he constantly needs to be reminded to do tasks he does not enjoy.

✗ His work quality and effort levels vary unpredictably.

✗ He does not demonstrate consistent ownership of responsibilities.

✗ He makes excuses when failing to follow through on commitments.

✗ Others cannot rely on him to independently manage important duties.

✗ His work is error-prone and quality is not maintained.

✗ He becomes distracted or sidetracked from tasks easily.

✗ His productivity decreases significantly under normal pressure.

✗ He is unreliable and inconsistent in following instructions.

✗ He does not take initiative or demonstrate accountability.

✗ He fails to multi-task or manage deadlines effectively.

✗ His colleagues cannot depend on tasks being done right the first time.

✗ He becomes overwhelmed and makes poor choices when busy.

✗ He struggles to maintain focus and follow projects through.

✗ He misses important details and fails to deliver quality work.

✗ He does not keep others informed of progress or delays.

✗ His work cannot be depended on to meet professional standards.

✗ He is easily distracted by unrelated tasks or personal matters.

Part 12 Ethics and Integrity

✓ He is a very honest person. He never abuses any company benefits for personal purposes.

✓ He is a highly principled. He is good employee who treats all coworkers equally, regardless of gender, age or any other factor.

✓ He has the ability to resolve disputes with clients and partners peacefully.

✓ He discourages gossip or other negative discourse at the workplace. He forms a good working climate.

✓ He understands his legal responsibility to the company very well.

✓ He has a strong sense of integrity that underlies all his dealings with vendors.

✓ He makes decisions that consistently reflect his strong commitment to acting reputably.

✓ He never shares confidential company information with outsiders without proper authorization.

✓ He reports any violations of company policies or code of conduct that he witnesses.

✓ He handles all customer complaints with empathy, respect and care.

✓ He takes responsibility for his own mistakes and learns from them.

✓ He gives credit to colleagues for their contributions and does not take sole credit for team work.

✓ He leads by example with high ethical standards in all his dealings.

✓ He is honest and transparent in all communication with management and peers.

✓ He handles conflicts of interest appropriately and does not let personal interests influence professional decisions.

✓ He respects privacy and protects sensitive information of customers, partners and the company.

✓ He makes well considered decisions keeping long term interests of stakeholders in mind.

✓ He takes a principled stand against unfair treatment or discrimination.

✓ He acts with utmost integrity in all internal and external interactions.

✓ He takes responsibility for ensuring his team follows the company code of conduct.

✓ He leads by setting an example of high ethical values in his day to day work.

✓ He is honest and transparent in documenting work progress and results.

✓ He takes initiative to clarify and understand expectations to avoid misunderstandings.

✓ He respects and complies with all applicable laws and regulations.

✓ He handles sensitive information with discretion and does not misuse his authority or access.

✓ He is truthful and factual in preparing any documents and records.

✓ He leads by personal example of ethical and lawful conduct.

See also: Performance Feedback Examples for Ethics and Integrity

✗ He has occasionally made misleading statements that have needed to be corrected.

✗ There are some accusations from customers that he been untruthful.

✗ Integrity does not seem to rank particularly highly on his list of priorities.

✗ He always expects integrity from others, but doesn’t always display it himself.

✗ He demonstrates acceptable levels of integrity only intermittently.

✗ He has show several recent lapses in integrity.

✗ He violates company standards and expectations regarding employee integrity.

✗ He has cost the company customers and money because of his disingenuous behavior.

✗ His integrity seems flexible when it suits his purposes.

✗ Lack of integrity undermines his effectiveness and damages his credibility.

Part 13 Flexibility

✓ He is ready to make a new and carefully considered decision if the situation has changed and the previous actions have become inappropriate.

✓ He is ready to work extra hours if urgent and essential issues must be solved by the end of the day.

✓ He is strong and confident but at the same time open-minded. He is always ready to consider proposals from colleagues.

✓ He is always stays aware of market changes to be able to react immediately. This awareness helps the company develop and flourish.

✓ He shows initiative, and is flexible when approaching new tasks.

✓ He is ready to consider new perspectives and adjust his views if compelling counterarguments are presented.

✓ He is willing to take on additional responsibilities outside his normal role when the team needs support.

✓ He adapts smoothly to changing priorities and demands without becoming frustrated or overwhelmed.

✓ He remains open to alternative solutions even after committing to a particular course of action.

✓ He embraces diverse viewpoints and values the unique perspectives of all team members.

✓ He is receptive to feedback and uses it constructively to strengthen his performance.

✓ He transitions between tasks seamlessly thanks to his ability to stay focused yet flexible.

✓ He brings a versatile skill set to each new challenge and finds innovative ways to add value.

✓ He tailors his approach based on the unique needs of diverse clients and stakeholders.

✓ He readily takes on different roles to ensure all work gets done to a high standard.

✓ He handles unforeseen complications calmly and creatively without compromising quality or deadlines.

✓ He maintains a high level of performance despite unpredictable demands and shifting company priorities.

✓ He embraces change proactively and sees it as an opportunity rather than a disruption.

✓ He finds the upside in difficulties and uses challenges to strengthen his adaptability.

✓ He approaches each new task with an open and inquisitive mindset rather than rigid preconceptions.

See also: Employee Performance Evaluation Examples for Flexibility

✗ He does not excel at activities which require a high degree of flexibility.

✗ He can change his point of view without analyzing or defending it. He should be more certain about his proposals.

✗ He tends to resist activities where the path is unknown.

✗ He becomes uptight when the plan changes.

✗ He is not comfortable when the agenda changes unexpectedly.

✗ He prefers sticking to a set routine and gets uneasy with unexpected deviations.

✗ Adapting to new situations does not come naturally to him and he would benefit from being more open to change.

✗ He gets stuck in rigid thinking and has difficulty considering alternative perspectives.

✗ He shows reluctance to adjust his approach even when presented with a better option.

✗ New information that contradicts his preconceptions can make him defensive rather than open-minded.

✗ Last minute changes can frustrate him as he likes advance preparation and scheduling.

✗ He has a tendency to get stuck in rigid ways of thinking instead of considering different perspectives.

✗ Adjusting to alternative solutions requires more effort for him than sticking to his original idea.

✗ He shows reluctance to modify his strategies even when the circumstances change.

✗ Openness to alternate viewpoints is an area he can further develop for improved flexibility.

✗ He demonstrates rigidity in his thinking patterns and could benefit from strengthening his adaptability skills.

✗ Going outside prescribed processes to get work done can be challenging for him.

Part 14 Goal Setting

✓ One of his strengths is his ability to design achievable goals. He ensures those goals are all met on time.

✓ He is effective at goal-setting and challenging himself.

✓ He clearly communicates goals and objectives to coworkers.

✓ He creates clearly defined goals aligned with the company’s mission.

✓ He proactively shares progress towards goals.

✓ He clearly communicates objectives, and what is expected from them to his team members.

✓ He sets clear and measurable performance expectations.

✓ He regularly reviews goals and makes adjustments when needed to ensure success.

✓ His goals are specific, measurable, attainable, relevant and time-bound which helps drive results.

✓  He holds himself and others accountable to meeting goals through consistent tracking of progress.

✓He establishes goals that are challenging yet realistic given available resources and timelines.

✓ His goals are well thought out and take the organization’s strategic objectives into consideration.

✓ He ensures goals are specific enough that success or lack thereof can be clearly evaluated.

✓ He sets ambitious yet attainable stretch goals to drive continuous improvement.

✓ He effectively partners with direct reports to establish shared understanding around goals and expectations.

✓ He regularly provides feedback to individuals and teams on progress towards achieving their goals.

✓ He thoughtfully considers dependencies and priorities when establishing goals and timelines.

✓ He effectively aligns goals across functions to ensure collaboration around shared objectives.

✓ He establishes metrics and milestones to track progress at an appropriate level of granularity.

✓ He empowers team members to help determine how best to achieve their goals.

✓ He ensures goals remain relevant and adjusts them proactively as circumstances change.

✓ He leads by example in setting and achieving his own ambitious goals.

✓ He celebrates wins and recognizes achievement of goals to promote a culture of success.

✓ He effectively prioritizes competing goals to optimize overall results.

✓ He thoughtfully considers risks and mitigation plans when establishing ambitious goals and objectives.

✓ He seeks continuous feedback to ensure goals continue challenging individuals and driving results.

✓ He effectively balances long term strategic goals with shorter cycle tactical objectives.

✓ He establishes clarity around roles and responsibilities to ensure collaborative goal achievement.

See also: Employee Performance Evaluation Examples for Goal-Setting

✗ He struggles to set goals that align with company objectives.

✗ He is ineffective at pursuing his goals.

✗ He is unwilling to accept responsibility for missed goals.

✗ He gets distracted and doesn’t reach his goals or objectives.

✗ He will blame others for missed deadlines and objectives.

✗ He sets goals that sometimes are not achievable.

✗ He fails to communicate goals clearly to team members.

✗ He struggles to establish goals that are specific and measurable.

✗ He does not hold himself or others accountable for meeting established goals.

✗ He sets goals that are often not realistic given available resources.

✗ His goals lack consideration of organizational priorities and objectives.

✗ He sets goals that are not specific enough to evaluate success or failure.

✗ He lacks ambition and sets goals that do not drive continuous improvement.

✗ He does not engage team members in establishing shared goals.

✗ He provides little to no feedback on progress towards goal achievement.

✗ He fails to establish clear metrics to track progress towards goals.

✗ He does not empower team members in determining how to achieve goals.

✗ He is slow to adjust goals as internal or external circumstances change.

✗ He does not lead by example or hold himself accountable to his goals.

✗ He fails to recognize achievement of goals or celebrate wins.

✗ He struggles to prioritize competing goals effectively.

✗ He neglects to consider risks and mitigation plans for ambitious goals.

✗ He is unwilling to incorporate feedback to improve goal setting.

✗ He fails to establish clear roles and responsibilities for goals.

✗ He lacks perseverance when goals encounter challenges or setbacks.

Part 15 Initiative

✓ He doesn’t wait for instructions. He shows the initiative to find new tasks himself.

✓ He requires minimal supervision. He shows initiative on his own.

✓ He is a goal-oriented person. He sets his own priorities to accomplish his job.

✓ He always takes initiative in overcoming obstacles and finding a resolution that meets everyone’s needs.

✓ He is considered as the best person in the group because of his innovative ideas, critical goals and effective working methods.

✓ He never minds taking on new tasks. He always takes on even the most difficult tasks to develop himself.

✓ He consistently looks for ways to add more value through continuous improvement.

✓ He willingly takes on additional responsibilities outside his core job scope.

✓ He proactively seeks out new challenges and stretches himself continuously.

✓ He takes ownership and drives tasks from start to finish without needing oversight.

✓ He takes the initiative to solve problems independently before escalating issues.

✓ He sees needs and opportunities others may miss and acts quickly to address them.

✓ He leads by example and inspires others through his high levels of self-motivation.

✓ He proactively identifies and implements efficiencies to optimize performance.

✓ He initiates collaborative relationships to complete work of mutual benefit.

✓ He readily takes on additional work during peak periods without needing to be asked.

✓ He approaches challenges with a can-do attitude and finds solutions independently.

✓ He identifies and acts on opportunities for organizational improvement.

✓ He proactively manages his workload and workstreams with little supervision.

✓ He initiates the implementation of best practices to continuously raise performance.

✓ He takes ownership of projects from start to finish, driving them proactively.

✓ He seeks ways to apply his skills to new areas for the benefit of the organization.

✓ He takes the initiative to build strong internal and external working relationships.

✓ He proactively contributes innovative ideas at team meetings and discussions.

✓ He eagerly takes on stretch assignments to accelerate his learning and growth.

✓ He independently drives continuous improvement initiatives from concept to completion.

✓ He initiates the implementation of new processes or systems for enhanced effectiveness.

✓ He readily pitches in to help others complete their work as needed.

✓ He independently takes actions that advance organizational priorities and strategy.

See also: Employee Performance Evaluation Examples for Initiative

✗ It seems too difficult for him to do his job on his own.

✗ He has poor abilities to establish priorities and courses of action for himself. He lacks the skills in planning and following up to achieve results.

✗ He needs close supervision when he is performing his assignments.

✗ He doesn’t seek out opportunities to learn and grow within his role.

✗ He passively waits to be told what to do rather than driving tasks proactively.

✗ He lacks motivation and relies heavily on external direction.

✗ He fails to identify needs and opportunities for improvement.

✗ He does not look for ways to add more value or take on additional responsibilities.

✗ He avoids or is slow to take on new challenges and stretch assignments.

✗ He escalates issues prematurely rather than solving problems independently.

✗ He struggles to work independently and is not self-starting.

✗ He lacks a proactive, solution-oriented approach to tasks and challenges.

✗ He fails to identify opportunities for process improvements.

✗ He relies on others to identify additional work needed during peaks.

✗ He lacks a can-do attitude and depends on others to solve problems.

✗ He is ineffective at independent time management and workload prioritization.

✗ He does not initiate implementation of industry best practices.

✗ He lacks ownership over projects and depends on significant oversight.

✗ He rarely contributes innovative ideas or suggestions proactively.

Part 16 Job Knowledge

✓ He possesses the perfect knowledge and skills that are useful for the his job.

✓ He has a deep knowledge of the products and particular characteristics of the company’s products.

✓ He takes the available opportunities to increase his knowledge of relevant job skills.

✓ He completes his assignments accurately and in a timely and efficient manner.

✓ He maintains an up-to-date level of professional and technical knowledge.

✓ He demonstrates his knowledge of his job on a daily basis.

✓ He always applies new knowledge to his work and keeps up with changes in his field.

✓ He has an excellent grasp of the technical aspects of the role.

✓ He seeks out opportunities for continuous learning and skills development.

✓ He demonstrates expertise when answering questions from others.

✓ He applies specialized skills and knowledge effectively to all tasks.

✓ He troubleshoots issues efficiently using in-depth product understanding.

✓ He keeps well-informed of best practices and emerging standards.

✓ He delivers work to an expert level through extensive learning.

✓ He takes advantage of all training opportunities provided.

✓ He shares knowledge and expertise willingly with others.

✓ He learns quickly and applies new skills independently.

✓ He stays well-informed on industry news and competitor offerings.

✓ He contributes insights based on in-depth knowledge and research.

✓ He provides expert guidance to others regularly.

✓ He enhances knowledge continuously through self-study.

✓ He makes complex topics easily understood for others.

✓ He recommends process improvements based on leading practices.

✓ He mentors less experienced team members effectively.

✓ He incorporates feedback to enhance skills and performance.

See also: Performance Review Phrases for Job Knowledge

✗ He cannot fulfill his duties due to his lack of necessary knowledge of the job.

✗ He is not as knowledgeable about the job and its requirements as we expected.

✗ He doesn’t know even the key fundamentals of the job. He always has to ask for other people’s instruction.

✗ He repeatedly asks the same questions about his job duties. He does not retain the important information required to perform his job well.

✗ His skill set does not meet requirements for the job.

✗ He is not taking advantage of available learning resources to expand his job knowledge.

✗ He relies too heavily on others rather than developing greater self-sufficiency.

✗ A learning plan is needed to strengthen his job knowledge and skills.

✗ He consistently demonstrates a lack of understanding of the job requirements and expectations.

✗ His job knowledge falls short of what is necessary to perform his duties effectively.

✗ He frequently makes mistakes due to his inadequate knowledge of the job.

✗ He struggles to keep up with the demands of the job due to his limited understanding of its complexities.

✗ He has not demonstrated the necessary proficiency in his job duties, despite repeated attempts to improve his performance.

✗ He has not shown any significant improvement in his job knowledge since his hire date.

✗ He frequently requires assistance from colleagues to complete tasks that should be within his job knowledge.

✗ He appears to have a limited understanding of the company’s policies and procedures.

✗ He has not demonstrated the ability to apply his job knowledge to real-world situations.

✗ He lacks the necessary training and experience to perform his job duties effectively.

✗ He has not demonstrated an understanding of the importance of his job duties to the success of the company.

✗ He consistently fails to meet the expectations set for his job performance.

✗ He struggles to keep up with changes in the industry due to his limited job knowledge.

✗ He has not shown any initiative to improve his job knowledge or seek additional training.

Part 17 Judgment

✓ He knows how to apply appropriate knowledge and find information sources to make sound decisions.

✓ He is a fact-based decision maker.

✓ He maintains an objective judgment when determining immediate actions.

✓ He comes to reasonable conclusions based on the information presented to him.

✓ He effectively prioritizes urgent matters over those that can wait.

✓ He evaluates complex situations objectively and thoroughly.

✓ He bases conclusions firmly on factual evidence and logical reasoning.

✓ He makes well-informed decisions even under pressure.

✓ He seeks input from appropriate sources to enhance decision quality.

✓ He prioritizes decisions effectively based on potential impact.

✓ He recognizes when to escalate issues for additional guidance.

✓ He considers unintended consequences before committing to solutions.

✓ He draws logical connections between information to reach valid judgments.

✓ He makes well-calibrated risk assessments based on past experiences.

✓ He demonstrates sound situational awareness in all decisions.

✓ He selects optimal solutions through rigorous comparison of options.

✓ He makes timely decisions to avoid unnecessary delays.

✓ He re-evaluates conclusions as new relevant data emerges.

✓ He considers the bigger picture and longer-term implications.

✓ He selects solutions ensuring compliance with all policies and regulations.

✓ He exercises good judgment consistently in all circumstances.

✓ He maintains composure and clarity of thought in high-pressure situations.

✓ He bases choices on facts rather than assumptions or preconceptions.

✓He makes well-reasoned decisions that others can understand and support.

✓He selects optimal paths responsibly in ambiguous or complex situations.

See also: Performance Review Phrases for Judgment

✗ He fails to make sound judgments.

✗ He approaches decisions with a one-track mindset.

✗ He commonly fails to consider all the facts before making a decision.

✗ He jumps to conclusions without thorough evaluation.

✗ He bases judgments more on assumptions than objective evidence.

✗ He neglects to factor in important considerations.

✗ He struggles to make well-reasoned decisions under pressure.

✗ He does not seek appropriate counsel to enhance decision quality.

✗ He lacks clarity on prioritizing decisions by level of impact.

✗ He fails to recognize when escalation is warranted.

✗ He overlooks potential unintended consequences of choices.

✗ He jumps to incorrect logical connections in analysis.

✗ He allows bias or preconceptions to sway objective weighing.

✗ He delays decisions unnecessarily on some occasions.

✗ He fails to re-examine judgments in light of new information.

✗ He focuses narrowly on immediate rather than longer-term impacts.

✗ He demonstrates inconsistent judgment in different circumstances.

✗ He bases choices on preconceptions rather than objective facts.

✗ He struggles to explain rationale clearly for some choices.

✗ He selects suboptimal paths in complex scenarios too often.

✗ He lacks prudence and care in judgment expected for the role.

Part 18 Listening Skills

✓ He encourages others to voice their own opinions.

✓ He listens to opinions and ensures that staff feel that they are being listened to, and are free to express their opinions.

✓ He is an active and focused listener.

✓ He makes sure the team feels heard.

✓ He asks insightful questions to understand the root cause of an issue.

✓ He empathizes with others who have opposing viewpoints.

✓ He follows instructions with care and attention.

✓ He encourages feedback from his customers. He listens to customers and works to resolve any problems.

✓ He gives his full attention without distraction when others speak.

✓ He comprehends the complete message and underlying feelings.

✓ He seeks clarification respectfully when unsure of meanings.

✓ He maintains eye contact and engaged body language.

✓ He asks thoughtful follow up questions to probe further.

✓ He creates a comfortable space for open sharing of views.

✓ He listens receptively to opposing perspectives.

✓ He ensures all voices have a chance to contribute.

✓ He summarizes discussions accurately to confirm consensus.

✓ He acknowledges different communication styles respectfully.

✓ He tunes into nonverbal cues as well as words.

✓ He listens for needs beneath surface level complaints.

✓ He pays close attention to instructions the first time.

✓ He makes others feel heard through active listening.

✓ He hears all sides before rendering judgments.

✓ He listens supportively without judgment or preconceptions.

✓ He understands nuances to grasp intent fully.

✓ He listens willingly to diverse perspectives.

See also: Performance Review Phrases for Listening Skills

✗ He does not pay attention when others are talking and frequently asks silly questions.

✗ He is easily distracted when listening to others.

✗ He interrupts others while they are speaking.

✗ He loses his temper easily when others give criticism.

✗ He interrupts others and changes their topics if he does not like them.

✗ He asks questions that show he is not actively listening to the conversation at hand.

✗ He struggles to maintain eye contact and engaged posture.

✗ He interrupts or finishes others’ statements prematurely.

✗ He fails to reflect back key details accurately.

✗ He does not create an open space for sharing diverse views.

✗ He rejects opposing perspectives without consideration.

✗ He does not invite contributions from all parties.

✗ He misstates or omits points in discussion summaries.

✗ He struggles to understand different communication styles.

✗ He does not make others feel heard.

✗ He forms judgments before considering all perspectives.

✗ He listens critically with an agenda to dispute.

✗ He becomes distracted or inattentive during conversations.

✗ He shows impatience and fails to understand other perspectives.

✗ He loses focus easily and misses important points discussed.

Part 19 Leadership and Mentoring

✓ He distributes resources in an appropriate manner depending on the priority of assignments.

✓ He establishes a corporate culture of reliability and caring.

✓ He is ready to share information and knowledge for the common development of all staff.

✓ He is very helpful when mentoring entry-level staff getting used to their jobs.

✓ He creates a culture of dialogue.

✓ He recognizes staff for a job well done.

✓ He allocates tasks appropriately based on the prior assignments.

✓ He understands people and the different ways to motivate them to get the job done.

✓ He provides constant coaching and guidance to employees.

✓ He cultivates an atmosphere of teamwork and cooperation.

✓ He leads by example with integrity and strong work ethic.

✓ He empowers staff to take initiative within clear guidelines.

✓ He encourages open communication up and down the chain.

✓ He provides regular constructive feedback and coaching.

✓ He celebrates both individual and team achievements.

✓ He makes himself available as needed for guidance.

✓ He helps staff set and pursue career development goals.

✓ He delegates appropriately based on competencies.

✓ He gives credit to staff for accomplishments.

✓ He removes obstacles to allow staff to excel.

✓ He provides stretch assignments for growth opportunities.

✓ He leads with a vision that inspires commitment.

✓ He empowers staff to find innovative solutions.

✓ He cultivates an inclusive environment of respect.

See also: 169 Performance Review Feedback Phrases for Planning, Leadership, Management Style

✗ He confuses the employees through different directions and guidance.

✗ He rarely shows appreciation for good performance.

✗ He fails to explain procedures to his subordinates clearly. He lacks the qualifications to be an effective mentor.

✗ He gets frustrated easily with new team members and fails to offer any support.

✗ He is often impatient and unhelpful.

✗ He sends mixed signals to his team regarding goals and day-to-day activities.

✗ He rarely shows any recognition to his team.

✗ He sets unreasonably high expectations for his team.

✗ He provides inconsistent direction without clarity.

✗ He does not recognize contributions publicly.

✗ He lacks patience when explaining procedures.

✗ He appears unsupportive of new staff questions.

✗ He shows irritation easily instead of calm guidance.

✗ He sends conflicting cues about priorities.

✗ He sets unrealistic targets without resources.

✗ He does not cultivate an atmosphere of trust.

✗ He delegates poorly without clarity on expectations.

✗ He does not connect staff to learning opportunities.

✗ He lacks vision and fails to inspire commitment.

✗ He plays favorites within the team.

✗ He shows lack of interest in staff development.

✗ He fails to build an inclusive work culture.

✗ He lacks integrity and consistency in leadership.

✗ He is unavailable and unapproachable as needed.

Part 20 Management Style and Supervision

✓ He is very good at managing his team to perform their tasks excellently.

✓ He is a good manager and he leads his team to perform their assignments well.

✓ He designs action plans and deadlines needed for each subordinate to accomplish their tasks.

✓ He is very professional with his employees.

✓ He has received good feedback from both his team and his managers.

✓ He is very adept at managing difficult employees and turning their energies towards higher performances.

✓ He is an excellent manager and he knows how to lead his staff to satisfy his expectations.

✓ He works as an advisor, friend, and boss for his team. He plays these three roles well to manage his team.

✓ His team performs well and all speak highly of him.

✓ He delegates tasks effectively to his team based on their skills and expertise.

✓ He holds regular meetings with his team to review progress, address issues and plan future work.

✓ He provides clear guidance and feedback to help his team improve their performance.

✓ He empowers his team members to take initiatives and make decisions within their scope of work.

✓ He leads by example and earns respect from his team through his dedication and work ethics.

✓ He addresses concerns and conflicts among team members promptly and fairly.

✓ He recognizes and rewards team achievements to boost team morale.

✓ He conducts regular performance reviews and provides training to develop the skills of team members.

✓ He fosters an environment of open communication, collaboration and trust within the team.

✓ He sets clear expectations and holds team members accountable for delivering results.

✓ He understands the strengths and weaknesses of each team member and assigns work accordingly.

✓ He encourages innovation and supports new ideas from team members.

✓ He maintains a healthy work-life balance for the team and addresses overtime requests reasonably.

✓ He resolves conflicts constructively and ensures a harmonious working environment.

✓ He communicates regularly with senior management about team performance and resource needs.

✓ He protects the team from undue interference and supports them in their work.

✓ He treats all team members with respect and fairness regardless of their seniority or position.

✓ He acknowledges contributions from all team members to foster a collaborative culture.

✓ He maintains an open-door policy and is approachable to address any concerns from team members.

✓ He promotes team bonding through various informal engagements and celebrates team achievements.

✓ He mentors high-potential team members to take on greater responsibilities.

✓ He establishes and maintains high standards of excellence and professionalism among the team.

✗ Despite being a good supervisor, he does not know how to lead his staff to achieve a perfect performance.

✗ He fails to resolve conflict among subordinates.

✗ He fails to resolve problems until they becomes conflicts.

✗ He fails to meet schedules.

✗ He does not cope very well with managing employees.

✗ He does not understand how to set team goals and manage his team to achieve them. He does not focus on the goals necessary to move his team forward.

✗ He is a decent manager, but falls short when it comes to setting a vision.

✗ He does not delegate work effectively or provide sufficient guidance to team members.

✗ He fails to provide timely feedback for improvement.

✗ He does not communicate expectations clearly and holds team members accountable inconsistently.

✗ He plays favorites and does not treat all team members fairly and with equal respect.

✗ He is unable to resolve conflicts constructively and allows them to escalate negatively.

✗ He does not acknowledge efforts and contributions of team members adequately.

✗ He is not approachable to address concerns from team members and appears disconnected.

✗ He fails to foster collaboration and trust among team members through open communication.

✗ He does not encourage new ideas or initiatives from team members and resists change.

✗ He is unable to understand the strengths and weaknesses of individual team members.

✗ He does not mentor or develop the skills of team members for career progression.

✗ He lacks empathy and fails to support team members during personal or professional difficulties.

✗ He is unable to lead and motivate the team during challenging periods and crisis situations.

✗ He does not recognize or reward achievements and accomplishments of team members.

✗ He fails to establish and uphold standards of excellence expected of the team.

✗ He is unable to prioritize and organize work effectively for timely completion.

✗ He lacks vision and does not inspire or guide the team towards goals.

✗ He lacks commitment and does not lead by positive personal example.

✗ He does not foster team bonding or celebrate accomplishments to boost morale.

✗ He appears disinterested and disengaged from understanding team issues and priorities.

Part 21 Organizing and Planning

✓ He demonstrates good organizational and planning skills.

✓ He adheres to deadlines and meets production benchmarks.

✓ He prioritizes tasks effectively based on importance and urgency.

✓ He allocates sufficient time and resources to complete projects according to deadlines.

✓ He schedules work systematically and maintains detailed work plans.

✓ He anticipates risks and roadblocks in advance to plan contingencies.

✓ He delegates tasks based on skills and workload of team members.

✓ He monitors progress regularly and makes adjustments to plans proactively.

✓ He maintains organized documentation, records and reports on ongoing work.

✓ He schedules important meetings to ensure timely coordination and progress.

✓ He plans budgets effectively and completes projects within allocated cost estimates.

✓ He manages time efficiently and completes tasks as scheduled without delays.

✓ He establishes standard operating procedures for efficient task completion.

✓ He plans for potential emergencies and contingencies in advance.

✓ He schedules work in a manner that prioritizes quality over quantity.

✓ He ensures proper coordination between different teams and departments.

✓ He maintains a calendar of important dates and deadlines to track progress.

✓ He schedules work in a manner that balances multiple ongoing projects.

✓ He plans and schedules work to achieve objectives within given timeframes.

✓ He prioritizes new tasks based on strategic organizational goals and objectives.

✓ He schedules tasks for optimum resource utilization and efficiency.

✗ He finds it difficult to plan an action without instruction.

✗ He fails to resolve problems in a timely manner.

✗ He finds it challenging to determine priorities among competing demands on his time.

✗ He has trouble planning his work schedule around deadlines and commitments.

✗ He requires frequent supervision to stay on track and complete tasks.

✗ He gets easily distracted and has difficulties managing interruptions.

✗ He fails to anticipate resource requirements and bottlenecks in advance.

✗ He struggles to adapt plans when priorities change or issues arise.

✗ He finds it hard to delegate tasks and monitor progress independently.

✗ He does not maintain documentation and records work updates properly.

✗ He has difficulties coordinating with others and sharing status updates.

✗ He lacks attention to detail and often misses important steps in planning.

✗ He is unable to estimate time requirements accurately for projects.

✗ He does not consider quality standards while scheduling work.

✗ He fails to identify and mitigate risks proactively in project plans.

✗ He is unable to adapt to changes in priorities or scope without issues.

✗ He struggles to think ahead and anticipate future planning requirements.

✗ He is unable to allocate budgets effectively for projects and tasks.

✗ He requires reminders to schedule important client or vendor meetings.

Part 22 Teamwork

✓ He shows a high level of team spirit. He readily cooperates with his team members to get the job done.

✓ He respects every team member.

✓ He works well with others.

✓ He always helps out to achieve the goals of the group.

✓ He has a great willingness to help his fellow teammates.

✓ He is a good team member. He is very cooperative and helpful in times of need.

✓ He actively participates in team discussions and shares workload.

✓ He respects different opinions and encourages open dialogue.

✓ He maintains harmonious relationships and resolves conflicts constructively.

✓ He acknowledges contributions of others and praises success of teammates.

✓ He shares knowledge and resources willingly to help teammates succeed.

✓ He maintains transparency and keeps teammates informed of progress and issues.

✓ He respects deadlines of other departments and coordinates effectively.

✓ He respects commitments to teammates and delivers on assigned responsibilities.

✓ He maintains a collaborative approach and shares credit for team achievements.

✓ He seeks feedback to improve and respects feedback from other team members.

✓ He motivates teammates during difficult periods and boosts team morale.

✓ He respects team norms and establishes a cooperative working environment.

✓ He values different skills and backgrounds that teammates bring to projects.

✓ He is flexible and willing to take on additional responsibilities as required.

✓ He respects team boundaries and does not overstep limits of other roles.

✓ He is respectful towards teammates and uses polite, considerate language.

✓ He supports team decisions respectfully.

See also: 150+ Performance Review Phrases for Teamwork, Technical Skills, Time Management

✗ He doesn’t have a good relationship with his team members. He sometimes refuses to accept their opinion.

✗ He is not consistent in supporting his teammates.

✗ He does not understand how to share tasks with others.

✗ He is more suitable to an individual-focused environment than a group-work environment.

✗ He does not know how to cooperate with his colleagues in his team to achieve targets.

✗ He is reluctant to share work and seeks individual recognition over team achievements.

✗ He argues with teammates and does not respect different opinions and views.

✗ He fails to keep teammates informed of progress and roadblocks in a timely manner.

✗ He takes credit for team successes but blames others for failures or mistakes.

✗ He lacks flexibility and is unwilling to help teammates facing workload issues.

✗ He plays politics within the team and fails to establish trust and cooperation.

✗ He does not respect team norms and creates disruptions through unprofessional conduct.

✗ He fails to value different skills and backgrounds of teammates.

✗ He does not acknowledge efforts of others and is reluctant to praise teammates.

✗ He argues with feedback and disrespects suggestions from other team members.

✗ He discusses team matters outside inappropriately and damages confidentiality.

✗ He lacks commitment to team goals and allows personal needs to hamper collaboration.

✗ He is inflexible and unwilling to take on additional responsibilities as required.

✗ He fails to establish rapport with teammates and comes across as arrogant.

✗ He lacks initiative in resolving conflicts constructively and damages team harmony.

Part 23 Technical Skills

✓ He is an excellent employee and he understands our systems and processes thoroughly.

✓ He knows the technical essence of his assignments thoroughly.

✓ He is good at solving complicated issues in his job.

✓ He one of the most technical employees we have.

✓ He is able to grasp complex technical concepts. He explains them in easy to understand ways.

✓ We rely on him when we need to implement new technology.

✓ He is quick to learn new skills and adapt to changes in technology.

✓ He takes initiative to stay updated with industry best practices and trends.

✓ He applies technical knowledge proficiently to complete tasks efficiently.

✓ He troubleshoots complex issues independently and finds optimal solutions.

✓ He transfers technical knowledge by training and guiding teammates effectively.

✓ He identifies areas for self-improvement and enhances skills continuously.

✓ He understands how to configure systems for optimal performance.

✓ He tests solutions thoroughly to avoid defects and ensure quality.

✓ He proposes process improvements leveraging new technologies.

✓ He understands business requirements to implement appropriate solutions.

✓ He uses analytical skills to inspect solutions and optimize performance.

✓ He ensures compliance of solutions with industry standards and regulations.

✓ He mentors and transfers knowledge to less experienced team members.

✓ He takes measured risks to innovate and implement new techniques.

✗ He has good knowledge of business, but he fails to properly communicate with other technical members of his team.

✗ He should attend more training sessions and he should study harder to improve his technical knowledge.

✗ He seems to find it hard when learning new technology.

✗ He is unable to get along with our technology even though our systems have been used for a long time and well documented.

✗ He needs to improve his technical understanding of his job.

✗ He struggles to learn and adapt to changes in tools and platforms quickly.

✗ He relies heavily on others for support and does not troubleshoot issues independently.

✗ He lacks analytical skills to inspect root causes and propose optimal solutions.

✗ He fails to identify gaps in skills and requirements for self-development.

✗ He does not follow standards and best practices, impacting quality and performance.

✗ He fails to document processes, code or designs properly for future reference.

✗ He does not leverage new techniques or tools to automate and streamline work.

✗ He fails to mentor or share technical knowledge with teammates effectively.

✗ He lacks attention to detail and misses important configuration settings.

✗ He fails to comply with industry standards and regulatory guidelines.

Part 24 Time Management

✓ He performs his tasks with heart and always accomplishes them in due time.

✓ He shows his ability to manage various tasks and accomplish them on time.

✓ He uses his time effectively to perform the big and small duties which must be done every week.

✓ He divides his time logically to achieve his goals.

✓ He sets clear priorities and objectives to stay focused on important tasks.

✓ He is able to prioritize tasks and complete them efficiently within the given timeframe.

✓ He prepares detailed schedules and estimates task durations accurately.

✓ He avoids time-wasting distractions to maximize productivity.

✓ He allocates sufficient buffer time for contingencies and reworks.

✓ He multi-tasks effectively without compromising on quality of work.

✓ He re-evaluates schedules periodically and readjusts timelines proactively.

✓ He delegates appropriately to distribute work for optimal utilization.

✓ He monitors progress against schedules and deadlines regularly.

✓ He always completes his tasks on time and manages his time effectively.

✓ He respects time of others and delivers on commitments as promised.

✓ He shares status and challenges to timelines transparently.

✓ He is able to manage his time effectively, even when faced with unexpected challenges.

✓ He is highly organized and manages his time effectively to meet all deadlines.

✗ He does not know how to manage his time and he cannot satisfy deadlines of projects again and again.

✗ He should learn how to manage his time in a more effective way.

✗ He should make a work plan for each week. He spends too much time performing his assignments without a proper plan.

✗ He cannot complete his tasks because he manages his time ineffectively.

✗ He takes too much time to perform his tasks. We advise him to make concrete plan for every week.

✗ He fails to prioritize tasks and loses focus on critical assignments.

✗ He underestimates task durations.

✗ He procrastinates and delays tasks until the last minute.

✗ He gets easily distracted by social media or non-work related activities.

✗ He lacks planning and scheduling skills to manage work effectively.

✗ He fails to delegate tasks effectively.

✗ He does not communicate proactively on delays or missed deadlines.

✗ He does not set clear objectives or priorities for his work.

✗ He fails to estimate realistic timelines for tasks and projects.

✗ He does not monitor progress against schedules and deadlines regularly.

✗ He does not respect time of others and misses commitments frequently.

✗ He does not take ownership of his work and blames external factors for delays.

Part 25 Training Ability

✓ He does not mind taking part in on the job training. He is a valued team member with his enthusiasm.

✓ He encourages all the team members to join in the necessary training sessions.

✓ He is able to learn concepts quickly and adopt them into his performance.

✓ He always finds opportunities to take part in specialized training sessions.

✓ He effectively applies learned skills to his job and improves performance.

✓ He participates actively in training sessions and contributes to discussions.

✓ He identifies gaps in skills and requirements for self-development.

✓ He leverages technology and e-learning to enhance knowledge.

✓ He mentors and trains less experienced team members effectively.

✓ He encourages and motivates others to participate in training opportunities.

✓ He takes initiative to identify training needs and propose solutions.

✓ He applies learned skills to improve processes and productivity.

✓ He shares best practices and lessons learned with others.

✓ He applies feedback from training evaluations to improve future performance.

✓ He takes ownership of his learning and development to enhance skills.

✓ He participates in cross-functional training sessions to broaden knowledge.

✓ He maintains updated documentation of training sessions for reference.

✓ He applies learned skills to improve customer satisfaction and quality of work.

✓ He collaborates with others to apply training concepts to real-world scenarios.

✓ He seeks opportunities to attend external training sessions to enhance knowledge.

See also: 100+ Performance Evaluation Comments for Attitude, Training Ability, Critical Thinking

✗ He should take part in more training opportunities and concentrate on them.

✗ He should prepare before coming to training sessions, This will help him understand all knowledge that trainers are imparting.

✗ He does not know how to apply the knowledge learned in training sessions into his performance.

✗ He shows lack of interest in attending training sessions.

✗ He does not apply learnings from training to improve performance on the job.

✗ He does not seek feedback to enhance skills post training.

✗ He relies solely on on-the-job learning and refuses external training.

✗ He does not share knowledge or mentor less experienced team members.

✗ He lacks openness to new ideas and applies training learnings partially.

✗ He lacks motivation and ownership towards self-development.

✗ He does not apply feedback from training to enhance future performance.

✗ He lacks open communication on training needs and development areas.

✗ He shows resistance to change and fails to unlearn old practices.

Part 26 Attitude

✓ He builds an atmosphere of trust within his team.

✓ His cheerful attitude makes others feel good when he’s around.

✓ He has never complained about his job or his colleagues.

✓ He usually focuses his attention on the positives when dealing with problems.

✓ He is always enthusiastic and helps motivate team other members.

✓ He finds opportunities to praise others for their efforts and accomplishments.

✓ He maintains a positive outlook even during stressful times.

✓ His energy and optimism are contagious.

✓ He makes others feel valued and respected.

✓ He looks for solutions rather than dwelling on problems.

✓ His smile and friendly manner create a pleasant work environment.

✓ He finds the good in every situation.

✓ His positivity raises the morale of those around him.

✓ He makes others feel heard and encourages open communication.

✓ His optimism is contagious and lifts the spirits of colleagues.

✓ He looks for the lessons in failures and mistakes.

✓ His encouragement and support motivate others to do their best.

✓ He brings a sense of fun to work.

✓ He finds ways to acknowledge others for their efforts on a regular basis.

✓ His friendly demeanor puts others at ease.

✓ He expresses appreciation for his colleagues and their contributions.

✓ His enthusiasm is contagious and makes others want to work hard.

✓ He focuses on shared goals and teamwork rather than individual accomplishments.

✓ His positivity makes him a pleasure to work with.

✓ He finds ways to learn from both successes and failures.

✓ His can-do attitude boosts productivity.

✓ He makes others feel that their contributions are valued.

✓ His upbeat manner keeps the team working together harmoniously.

✗ His choice of language can be inappropriate. His level of voice is also inappropriate at times.

✗ He has a tendency to trigger problems between his coworkers.

✗ He has an overly sensitive and pessimistic personality. He is easily upset by problems or difficult situations. He should try to think more positively, focus on the good and avoid being overly concerned with his perceived negatives.

✗ He talks negatively about other team members.

✗ He needs to focus on the positive aspects of his job and his team.

✗ His complaints undermine team morale.

✗ He dwells excessively on problems rather than seeking solutions.

✗ He contributes to tension and friction within the team.

✗ He often has troubles with his coworkers when they work together. He is easily angered and argumentative with his colleagues.

✗ His pessimism saps the energy of colleagues.

✗ He finds fault easily and fails to acknowledge others’ efforts.

✗ He takes criticism too personally and becomes defensive.

✗ He blames others and refuses to accept responsibility for his own mistakes.

✗ He lacks tact and consideration in his interactions with colleagues.

✗ He needs to control his temper and attitude. He needs to learn not to react too strongly towards negative situations.

✗ He fails to acknowledge colleagues’ good work.

✗ His irritability negatively impacts morale and team cohesion.

✗ His criticism of colleagues breeds resentment and mistrust.

✗ He sees setbacks as personal failures rather than learning opportunities.

✗ His complaints and criticisms distract from productive discussions.

✗ He contributes more problems than solutions.

✗ He lacks emotional control and self-awareness in interactions.

✗ He focuses excessively on minor issues rather than larger goals.

Part 27 Critical Thinking

✓ He uses sharp ideas and critical thinking ability to solve issues quickly.

✓ He has strong reasoning and critical-thinking skills that help him handle problems well.

✓ He is careful and always thoroughly considers everything before submitting any idea.

✓ He establishes workable, prioritized, and highly effective problem-solving plans for each problem.

✓ He considers issues from multiple perspectives before arriving at well-reasoned conclusions.

✓ He supports decisions with clear, logically sound rationales.

✓ He recognizes when more information is needed to make an informed judgment.

✓ He breaks down complex problems into manageable components.

✓ He approaches issues with an open and inquiring mindset.

✓ He thinks outside the box to identify innovative solutions.

✓ He backs up opinions with clear and coherent reasoning.

✓ He considers all viable options before deciding on a course of action.

✓ He draws well-reasoned and logical conclusions based on the evidence and facts available to him.

✓ He identifies root causes rather than fixating on symptoms.

✓ He is thoughtful and deliberate in considering the potential implications and consequences of his decisions.

✓ He applies logic and reason even in ambiguous situations.

✓ He is skilled at drawing lessons from past situations and considering relevant precedents in his decision-making.

✓ He identifies assumptions and checks beliefs against facts.

✓ He evaluates strengths and weaknesses of different views objectively.

✓ He thinks analytically and solves problems in a structured, systematic way.

✓ He provides clear and logical rationales to support his recommendations and proposals.

✓ He is pragmatic and realistic in considering the practicality and feasibility of proposed solutions.

✗ He never considers potential changes in circumstances when making decisions.

✗ He rarely thoroughly thinks decisions through.

✗ He employs problem-solving techniques that end up generating even more problems.

✗ He decides on the solution before properly analyzing it.

✗ He jumps to conclusions without considering all relevant factors.

✗ He fails to recognize assumptions and check beliefs against facts.

✗ He neglects to think through long-term implications of actions.

✗ He focuses on symptoms rather than identifying root causes.

✗ His lack of rigor in analyzing issues from all angles leaves him vulnerable to overlooking important perspectives and potential solutions.

✗ He does not adequately consider alternative perspectives.

✗ He arrives at conclusions before gathering all relevant information.

✗ His recommendations ignore practical constraints.

✗ He neglects to learn from precedents and past experiences.

✗ His failure to recognize biases and approach issues objectively is hindering his ability to make informed decisions.

✗ His opinions are not sufficiently backed by logic and evidence.

Part 28 General Phrases

✓ He has remained firmly focused on his team’s goals despite the tremendous pressure recently.

✓ He quickly gets to the heart of the problem identifies the root cause. This allows him to manage multiple projects simultaneously, performing well with each.

✓ He knows how to prioritize short-term and long-term goals.

✓ He is a gem and knows the value of time.

✓ He keeps the faith for the team.

✓ He is a consistent performer, a great task scheduler, and has a no-quitter approach to solving problems.

✓ He is like good software that offers seamless backward compatibility.

✓ His team has performed very well over the past year.

✓ He thinks twice before doing anything that may not be worthwhile.

✓ His team looks up to him as a positive influence.

✓ He never loses sight of his goal.

✓ No technical problem is too difficult to solve for him.

✓ He knows the technology that we employ inside-out, and keeps himself informed about up-to-date changes.

See also: Best Performance Review Examples for 48 Key Skills

✗ His team meetings often overrun the allotted time. He should work to improve his time management skills to ensure meetings begin and end as scheduled.

✗ He is frequently late for work and does not adhere to a proper work schedule.

✗ He needs to work on his ability to accept feedback from coworkers.

✗ He should improve his communication with his management team.

✗ He frequently withholds information from his team.

✗ He has a tendency to make other people feel intimidated when they propose new ideas or ask for assistance.

✗ He should work on approaching his coworkers in a more professional and welcoming manner.

✗ He does not attempt to take creative risks. He creates a stiff environment that is not conducive to innovation.

✗ He does not adhere to the sales script that is proven for success. He attempts to unacceptably modify the script.

✗ He does not work within the company policies that are proven for ultimate success rates.

✗ He does not always ensure his customers are satisfied. He has had complaints filed against him for inappropriate responses to customer feedback.

✗ He frequently misses targets and does not keep up to date with the objectives expected of him.

✗ He does not willingly take on additional responsibility or step forward when new tasks or projects arrive.

✗ He consistently relies on other people.

✗ He should work to improve his interaction with customers and how well he meets their needs.

✗ He rarely shows appreciation to his employees for a job well done.

✗ He should be more open to feedback and apply it to his work to increase his accuracy and productivity.

Related: 26 Example Paragraphs for Performance Reviews [Positive & Negative Feedback]

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  •  Guest Posts

150 Performance Review Examples and Phrases for Giving Effective Feedback

A performance review is an opportunity for your employees to grow. Discover 150 employee performance review examples to help you give constructive feedback.

Karishma Bhatnagar

Table of Contents

Employee performance reviews are crucial for all businesses. They let managers or supervisors assess their staff members' work and offer them insightful, constructive, and honest employee feedback on their:

  • Areas of improvement

Employee engagement is also largely dependent on performance reviews. Therefore, you should know the appropriate words or phrases or employee performance review examples to use during a performance evaluation.

Complicated and wordy messages can confuse both the reviewer and the reviewee and, thus, detract from clarity.

However, if you go about it appropriately, performance reviews can promote your employees' professional growth by reinforcing good habits, rectifying undesirable behaviors, and inspiring them to perform better.

Therefore, to help you comprehend better, we’ve curated a list of 150 performance review phrases. But before we go through the list, let's understand what a performance review is in brief.

What is a performance review?

Reviewing the performance of employees is a critical aspect of running a business. It helps to improve the efficiency and productivity of your employees. Effective performance reviews can also help employers accomplish the following:

  • Adequately distribute raises or pay increases
  • Assist team members in acquiring new skills
  • Outline the goals and expectations of the company

Based on the business capacity and size and the goals of the assessments, each company's review procedure may vary in frequency and complexity. The performance review assessments can be carried out either yearly or quarterly.

150 Useful performance review phrases

Below is a list of 150 performance review phrases and examples that you can use based on the position, function, or personality of the employee in question:

1. Teamwork

Here are 9 positive examples of performance review phrases for teamwork:

  • Willing to be counted on by their teammates and expect the same in return
  • Develops strong relationships in a professional setting with coworkers, superiors, and other staff members
  • Provides support to teammates on their tasks, even though they are not directly responsible for them or obliged to help
  • Exemplifies a culture of collaboration on a daily basis
  • Readily collaborates with their coworkers to accomplish the goal
  • Exceptionally adept at motivating team members to bring out their best effort.
  • Oversees the team's operations and delegates tasks to team members appropriately.
  • Built a highly motivated team that collaborates to commence and finish the task on or before the deadline
  • Always willing to assist teammates who are going through a tough time with their responsibilities

Here are 9 negative examples of performance review phrases for teamwork:

  • Seems more concerned about achieving their targets than helping anyone who might require some assistance
  • Struggles to acclimatize after transferring from a sector that is very autonomous to one that is team oriented
  • Although an expert, they tend not to provide professional guidance or assistance to those who may need
  • Struggles with completing assignments while collaborating with others
  • Doesn't care enough to inspire team members to perform at their highest level while working

2. Attendance

Here are 7 positive examples of performance review phrases for being attentive :

  • Replies to emails and attends calls of stakeholders on time
  • Attend conferences, workshops, and seminars on time at all times
  • Always arrive on time for work each day
  • Completed X years of flawless attendance
  • Consistently available even when their division's work schedule is unrelated to it
  • Follows the schedule and plan as accurately as attainable
  • Always shows up on time, sticks to the schedule, and takes lunch breaks as scheduled

Here are 6 negative examples of performance review phrases for being attentive:

  • Attends far too many personal phone calls on a daily basis
  • Routinely goes past their allotted lunch break, affecting their productivity
  • Does not adhere to the attendance requirements set forth by the organization
  • Shows up at work late on a regular basis
  • Consistently exceeds the allotted number of leaves
  • Must learn to arrive timely after scheduled leaves

3. Interpersonal skills

Here are 8 positive examples of performance review phrases for good interpersonal skills:

  • Has strong interpersonal skills and needs little to no instruction in communicating well with others
  • Possesses the ability to deal with sensitive circumstances promptly and efficiently
  • Can hear and effectively comprehend verbal and nonverbal indications from coworkers
  • Ensures that their teammates are comfortable with a decision made by a higher authority
  • Is an excellent team player who enjoys working with others
  • Possesses the ability to resolve team conflicts
  • Has the capability to collaborate with colleagues to resolve conflict in a respectful manner
  • Possesses the ability to communicate clearly with people from different cultures, places, etc.

Here are 5 negative examples of performance review phrases for good interpersonal skills:

  • Refuses to take constructive criticism from coworkers that can help them grow in the corporate world
  • Interacts with coworkers in an abrasive and unprofessional manner
  • Refuses to take any initiative or incorporate constructive suggestions made by coworkers
  • Reacts defensively to constructive criticism
  • Appears uneasy when questioned during team meetings

4. Communication skills

Here are 7 positive examples of performance review phrases for good communication skills:

  • Adept at efficiently conveying complex messages and decisions
  • Routinely offers constructive criticism
  • Communicates complex subjects to the rest of the team in a transparent and understandable manner
  • Asks interesting and meaningful questions
  • Not afraid to answer when confronted with a difficult question
  • Is skilled at summarizing and conveying critical business decisions
  • Is open to hearing other people's opinions

Here are 7 negative examples of performance review phrases for communication skills:

  • Stands out from their colleagues for having excellent employee communication skills
  • Repeatedly berates staff members
  • Has difficulty interacting effectively in teams
  • Instead of doing it themselves, ask other coworkers to convey bad news
  • Does not adequately notify supervisors of progress updates
  • Does not provide constructive feedback on new initiatives
  • Regularly engages in awkward conversations and occasionally becomes territorial

5. Achievement

Here are 8 positive examples of performance review phrases for achievement:

  • Sets realistic goals and actively works to meet them
  • Surpassed the benchmark by X%, outperforming other team members
  • Reduced the time it took to resolve complaints to 24 hours, which boosted customer retention by X%
  • Employed effective SEO strategies and increased the site's organic traffic by X%
  • Implemented a strategy that works well to optimize work processes
  • Working cooperatively with a team was improved by X%
  • Generated X% more revenues at the end of the last quarter compared to the previous one
  • Used automation tools to save the organization $1 million

Here are 6 negative examples of performance review phrases for achievement:

  • Last month's goal was missed by X%
  • Would benefit from reviewing their own failures and successes each quarter
  • Failure to meet commitments due to a lack of coordination
  • Would prosper from defining career goals
  • Finds it challenging to provide error-free work consistently
  • Improved social media interaction is essential to boost organic traffic

6. Innovation and creativity

Here are 7 positive examples of performance review phrases for innovation and creativity:

  • Frequently comes up with fresh, creative answers to handle difficult situations
  • Thinks creatively and unconventionally
  • Always encourage or assist teammates in coming up with innovative ideas
  • Their creative capabilities are a valuable contribution to the company
  • Has a strong imagination and routinely offers some of the most original ideas
  • Uses creative thinking to carry out a vision for the business
  • Consistently offers fresh ideas during meetings and when working on projects

Here are 7 negative examples of performance review phrases for innovation and creativity:

  • Could provide alternative strategies for resolving problems
  • Could take the initiative to work on new projects
  • Their problem-solving methods are typically inflexible and conventional
  • Prefers a traditional, cautious approach to problems rather than a creative one
  • Could perform better in places that require innovative solutions
  • Might use some creative thought
  • Too reluctant to take chances on coming up with creative solutions
  • Has a habit of rejecting projects that require creative thinking

7. Leadership

Here are 9 positive examples of performance review phrases for leadership:

  • Encourages team members to put in a good effort
  • Establishes a safe environment for team members to express their thoughts and perspectives
  • Recognizes the capabilities of teammates and effectively assigns work
  • Keeps team focused and engaged in work
  • Expresses sincere appreciation for a job well carried out
  • Actively hear what their coworkers are suggesting and respond appropriately to it
  • Is an excellent role model for others to emulate
  • Encourages the development of an understanding- and learning-centered corporate culture
  • Always ready to lend a hand to a teammate

Here are 7 negative examples of performance review phrases for leadership:

  • Ambiguous while deciding which objectives and tasks to accomplish
  • Seldom acknowledges a successfully completed task with praise or positive feedback
  • Regularly causes the team to fall behind with superfluous activities
  • Rejects team members' opinions or suggestions
  • Does not treat other staff members equally with respect
  • Always overanalyzes situations when a speedy resolution is demanded

8. Attitude

Here are 7 positive examples of performance review phrases for attitude:

  • Has a positive outlook that encourages their teammates to do better
  • Always optimistic in every situation
  • Quickly smiles and boosts morale in tense situations
  • Always cheer up coworkers
  • Does not allow difficult situations to dampen their spirit
  • Always comes to work with a cheerful demeanor
  • Keeps a persistent, optimistic attitude that motivates others
  • Helps others have a positive attitude toward challenges by sharing ideas and thoughts that are constructive
  • The way they behave shows how much they like their work
  • Fosters a culture of trust among staff members

Here are 7 negative examples of performance review phrases for attitude:

  • Has an attitude toward causing problems
  • Gets upset easily and shows a pessimistic attitude
  • Must learn to accept constructive feedback
  • Gets easily distracted or provoked by non-work topics
  • Behavior at work exhibits bipolar tendencies

9. Time management

Here are 9 positive examples of performance review phrases for time management:

  • Has the capacity to finish tasks, particularly those with tight deadlines
  • Shows an excellent capacity for coordinating several tasks and projects simultaneously
  • Efficiently utilizes free time
  • Effectively manages a variety of tasks and projects without requiring heavy supervision
  • Is adept at handling multiple tasks quickly and with precision
  • Manage their time quite well
  • Consistently fulfills all goals on time
  • Creates brief and time-saving presentations
  • Schedules meetings on time

Here are 5 negative examples of performance review phrases for time management:

  • Fails to meet deadlines despite being granted plenty of time to finish all assigned tasks
  • Has trouble coordinating multiple tasks and initiatives
  • Does not efficiently manage their work schedule time
  • Lacks the ability to efficiently prioritize tasks
  • Shows a tendency to let personal matters influence how well they function at work

10. Productivity

Here are 10 positive examples of performance review phrases for productivity:

  • Consistently surpasses performance benchmarks
  • Has incredibly high standards for productivity
  • Have a track record of delivering work at a high caliber
  • Constantly looking for ways to be more effective
  • Encourages people to perform efficiently at work by maintaining a positive attitude
  • Consistently goes above and beyond expectations and delivers the best result
  • Significantly contributes to the business's ongoing expansion
  • Places a high value on details, which is evident in their work
  • Shares their understanding of market trends and best practices with the team to assist them in achieving better results
  • Is a key contributor to the organization's success

Here are 5 negative examples of performance review phrases for productivity:

  • Requires to pay greater attention to the intricacies before turning in a project
  • Finishes the easier tasks first instead of prioritizing the urgent ones
  • Doesn't accomplish their work in accordance with the required productivity standards
  • Should engage in more training and development activities to advance their knowledge and abilities
  • Work performance and productivity have been below par lately

11. Accountability

Here are 5 positive examples of performance review phrases for accountability:

  • Accepts accountability for one's actions and contributions as a team member, as well as involvement in the organization's growth
  • Respects deadlines and takes responsibility for them
  • Acknowledges shortcomings and notifies colleagues when unable to uphold a commitment
  • Takes accountability for the part they play in project management
  • Unwilling to be complacent with errors and finds resolutions for them

Here are 3 negative examples of performance review phrases for accountability:

  • Must accept responsibility for meeting deadlines
  • Rejects responsibilities for fixing errors
  • Fails to communicate effectively regarding delayed deliverables

Frequently asked questions (FAQs)

Here are some frequently asked questions about employee performance review:

1. What is an employee performance review?

A thorough evaluation of an employee's performance over a specific period is known as an employee performance review. Managers examine an employee's overall performance, point out their merits and shortcomings, provide feedback, and assist them in setting goals during a performance review.

2. What should a performance evaluation of an employee contain?

In the majority of employee assessments, regardless of industry, these capabilities are evaluated:

  • Communication
  • Problem-solving
  • Time management
  • Productivity

3 . What are some examples of good performance reviews for employees?

Examples of good performance reviews for employees are:

4. What are some of the areas of improvement for employees?

Some of the areas of improvement for employees are:

5. What are some examples of performance reviews concerning leadership?

Examples of performance reviews concerning leadership are:

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IGNOU Assignment Evaluation Sheet.


The evaluation sheet is the most important part of the assignment. Because it contains the most important information for uploading your assessment marks into the IGNOU website. So write clearly and legibly all the information in the evaluation sheet. You have to attach two copies of the evaluation sheets. You can download the sheet from the link which is given below.

IGNOU Assignment Evaluation Sheet Download .

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