Classroom Assessments Checklists Rating Scales and Rubrics Wortham

Classroom Assessments Checklists, Rating Scales, and Rubrics Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Checklists • Checklist: a list of sequential behaviors arranged in categories used to determine whether the child exhibits the behaviors or skills listed • Example: http: //2012 books. lardbucket. org/books/beginningmanagement-of-human-resources/s 15 -02 appraisal-methods. html (Look about halfway down to the page for the checklist example) Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Developmental Checklists Used With Infants, Toddlers, and Preschoolers • Establish developmental indicators for children at different stages and ages • Monitor development • Screen to identify children with special needs for additional assessment • Plan experiences to meet the child’s developmental needs Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Using Checklists With Schoolage Children • Curriculum checklists focus on academic objectives • Assess children’s learning strengths and weaknesses in curriculum objectives and document progress in learning • Checklist items may be representative of achievement test objectives, state-mandated objectives, textbook objectives, and locally selected objectives • Checklist objectives may appear on report cards Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Evaluating and Assessing With Checklists • Curriculum objectives are used to plan instruction and to evaluate children’s performance on the same objectives • After the planned activities, children are assessed to determine how well they learned • Evaluation is achieved through observation during the activities, and through specific assessment tasks Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Steps in Checklist Design To determine the major categories to be included: 1. Identify the skills to be included 2. List target behaviors separately 3. Organize the checklist sequentially 4. Determine how record keeping will be done Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Advantages of Using Checklists • • Easy to use and update Require little training Available whenever evaluation is needed Flexible and can be used with a variety of assessment strategies • Behaviors can be recorded frequently Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Disadvantages of Using Checklists • Can be time consuming • Teachers find it difficult to adapt teaching and evaluation behaviors to include checklists • If there are too many checklists, the teacher can be overwhelmed with assessment and record keeping • Teachers may not consider assessments with checklists as valid measures • Checklists do not indicate how well a child performs Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Developing Quality Checklists 1. Identify each action desired in the performance. 2. Add actions that are common errors (if they are useful, limited in number, and clearly stated). 3. Arrange the desired actions (and likely errors, if used) in the order they are expected to occur. 4. Provide a simple procedure for checking each action as it occurs. Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Rating Scales • Rating scale: used to determine the degree to which the child exhibits a behavior or the quality of that behavior; each trait is rated on a continuum, the observer decides where the child fits on the scale • Example: http: //www. versagivoice. com/Business/one%20 t o%20 five%20 rating. htm Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Rating Scales • Make a qualitative judgment about the extent to which a behavior is present • Consist of a set of characteristics or qualities to be judged by using a systematic procedure • Numerical and graphic rating scales are used most frequently Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Types of Rating Scales Numerical Rating Scales: a sequence of numbers is assigned to descriptive Categories; the rater marks a number to indicate the degree to which a characteristic is present Graphic Rating Scales: a set of categories described at certain points along the line of a continuum; the rater can mark his or her judgment at any location on the line Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Advantages of Using Rating Scales • Used for behaviors not easily measured by other means • Quick and easy to complete • User can apply knowledge about the child from other times • Minimum of training required • Easy to design using consistent descriptors (e. g. , always, sometimes, rarely, or never) • Can describe the child’s steps toward understanding or mastery Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Disadvantages of Using Rating Scales: Reliability • Highly subjective (rater error and bias are a common problem) • Raters may rate a child on the basis of their previous interactions or on an emotional, rather than an objective, basis • Ambiguous terms make them unreliable: raters are likely to mark characteristics by using different interpretations of the ratings (e. g. , do they all agree on what “sometimes” means? ) Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Developing Quality Rating Scales 1. Identify the learning outcomes that the task is intended to assess. 2. Determine what characteristics of the learning outcomes are most significant that are directly observable; and scale clearly define points on the scale. 3. Select the scale that is most appropriate for the purposes of the assessment. 4. Provide between three and seven ratings to the scale (the number of points will depend on how many levels of accomplishment are needed). Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Rubrics • Qualitative instruments used for assessing student progress in development and learning, or scoring student work • Provide guidelines and descriptors to distinguish performance from one level to another • Criteria for scoring or indicators of performance also describe dimensions of performance Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Holistic Rubrics • Assign a single score to a student’s overall performance • Usually have competency labels that define the level of performance • The quality of work or performance at each level described by a number of indicators • Example: http: //www. ucdenver. edu/faculty_staff/faculty/center-forfacultydevelopment/Documents/Tutorials/Rubrics/documents/ex_holistic_o ral_report. pdf Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Analytic Rubric • Describes and scores each of the task attributes separately • Uses limited descriptors for each attribute • Uses a narrow and broad scale • Allows for specific diagnostic feedback • Example: http: //teachingcommons. depaul. edu/Feedb ack_Grading/rubrics/types-ofrubrics. html#analytic Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Developmental Rubric • Serves a multiage group of students or to span several grade levels • Assesses student on a continuum that shows developmental progress Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Scoring Criteria in the Design of a Rubric 1. One or more traits or dimensions that serve as the basis for student response 2. Definitions and examples to clarify the meaning of each trait or dimension 3. A scale of values (or a counting system) on which to rate each dimension 4. Standards of excellence for specified performance levels accompanied by examples of each level Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Scoring Criteria in the Design of a Rubric • Levels of performance or dimensions cannot always be predetermined when the rubric is designed • Dimensions of performance must be based on reasonable expectations of the students to be assessed, using existing samples of student work with the criteria revised as necessary Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Advantages of Using Rubrics • Provide guidelines for quality student work or performance • Flexible; can be designed for many uses and ability levels • Easily modified • Can be used by both teacher and student to guide the student’s efforts prior to completion of a task • Can be translated into grades and can be used to discuss with parents and students Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Disadvantages of Using Rubrics • Some difficulty in determining scoring criteria • Teachers may focus on excessively general or inappropriate scoring criteria • Teachers might use predetermined criteria, rather than basing scores on examples of student work • Teachers might inappropriately focus on the quantity of characteristics, rather than the indicators of quality work • Holistic rubrics might lack validity and reliability Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.

Developing Quality Rubrics 1. Do descriptions focus on important aspects of the performance? 2. Does the rating match the purpose? 3. Are the traits directly observable? 4. Are the criteria understandable? 5. Are the traits clearly defined? 6. Is scoring error minimized? 7. Is the scoring system feasible? Wortham. Assessment in Early Childhood Education, 5 e. © 2008 by Pearson Education, Inc. All Rights Reserved.