In education, when one must establish levels that differentiate learning and/or performance of individuals, it is necessary to define standards of performance. There are many proposed methods for developing such standards. These methods share common features, but also have specific characteristics that allow their classification into four main categories, depending on the task requested from the panel of experts. There is no universal method for all situations; the procedures can be improved and, given the increasing frequency of this type of operation, require a high degree of attentive interest.