ILM ECED 9

MODULE 5 – INFORMAL ASSESSMENTS: CHECKLISTS, RATING

SCALES AND RUBRICS

MODULE 5 - INFORMAL ASSESSMENTS: CHECKLISTS, RATING SCALES AND

RUBRICS
Overview:
This module presents checklist, rating scale measures, and rubrics, their advantages
and disadvantages, how they are designed and used for evaluation and assessment of
young children. The students will be guided on the use of ECCD checklist and DepEd
Progress Report
Intended Learning Outcomes:
1. Discuss the use of checklists, rating scales, and rubrics, their advantages and
disadvantages, how they are designed and used for evaluation and assessment; and
2. Administer, score and interpret the results of the ECCD Checklists, DepEd Kindergarten
Progress Report.
Content:
1. Checklists
2. ECCED Checklists
3. Rating Scales
4. Rubrics
5. DepED Kindergarten Progress Report
Time Allotment Week 10 – 12 – March 30- April 16,
2021

Lesson 8 – Checklists
Topics:
1. What Checklists Are
2. Advantages and Disadvantages of Using Checklists
3. Designing Checklists
4. ECCED Checklists
Time Allotment Week 10
Student Learning Outcomes: Expected Outputs:
1. Describe what checklists are;
Page2
2. Explain the advantages and 1.Submission of Samples of checklist
disadvantages of using checklists in from Philippine ECEDC upon observing
assessing children’s development and a child.
behavior; 2. A checklist of what you want to
3. Develop checklists in assessing achieve within the next five years
progress and learning of young indicating the year.
children; and 3. Do NUTSHELL.
4. Use ECCED Checklists in assessing
young children.
Learning Activities:
I. UNCOVER: Have you ever been asked by your parents to go to the market or
 grocery store to buy things that your family needs? What do you do to
facilitate your task?

II. BRAINSTORM

What are checklists?

Checklists are assessment tools that set out specific criteria, which educators and
students may use to gauge skill development or progress. Checklists may be used with
students from JK to Grade 12 and for every subject. Checklists set out skills, attitudes,
strategies, and behaviors for evaluation and offer ways to systematically
organize information about a student or group of students

Generally speaking, checklists consist of a set of statements that correspond to specific

criteria; the answer to each statement is either “Yes” or “No”, or “Done” or “Not Done”. A
student, a group of students or an entire class may use checklists; they may be “single
use” or designed for multiples usage

A checklist is just what it sounds like: a list that educators check off. Using this method
is a little bit like going bird watching. Start with a list of items you want to observe and
then check off each item when appropriate.

One popular choice for educators is to use developmental checklists to record what they
have observed about individual children; these developmental checklists consist of lists
of skills from the different developmental domains for a specific age range.

Why Use Checklists?

 To provide tools for systematically recording observations;

 To provide students with tools that they can use for self-evaluation;
 To provide examples of criteria for students at the beginning of a project or
learning activity;
 To document the development of the skills, strategies, attitudes, and
behaviours that are necessary for effective learning; and
 To identify students’ learning needs by summarizing learning to date. Page2
 To communicate a student’s learning to his/her parents.
 For a student with learning disabilities (LDs), the simple act of creating and using
a checklist may bring a level of order into their life that was previously missing.

Why Educators use checklists?

Checklists are quick and easy to use, so they are popular with educators. They can be
used to record observations in virtually any situation, and do not require the educator to
spend much time recording data; in general, a few moments is all it takes. One other
advantage is that there are many different pre-made checklists available for use from a
variety of sources. For example, certain websites connected with ECE offer
developmental checklists that educators can download and print out. Educators can
also create a checklist that exactly meets their needs, depending on what they want to
observe and record.

For Teachers and Other Users,

 Motivation - Checklists put everything you need to do right in front of you. You
can see the beginning, middle and end of what needs to be done. Though this
helps some people tackle tasks in front of them, it can also be distracting. If you
are the type who prefers to take things one step at a time, you might feel
overwhelmed by a checklist. Detail-oriented people might struggle with a large
collection of items, while big-picture people might excel using a checklist.

Checklists put everything you need to do right in front of you. BUT If you are the type
who prefers to take things one step at a time, you might feel overwhelmed by a checklist

 Organization - Checklists organise what needs to be accomplished so nothing is

forgotten. Detail-oriented people might enjoy having a definite path through their day.
Creating a checklist in the morning gives your day direction. However, organising a
checklist might be too time-consuming. Some people get caught up in the details of the
list when they should have been focused on actual work. If you find yourself too
focused on list-making, try accomplishing a few of the tasks and then return to creating
the list

Checklists organise what needs to be accomplished so nothing is forgotten; BUT Some

people get caught up in the details of the list when they should have been focused on
actual work.

 Prioritizing. Checklists let you put tasks in order so you can accomplish the
most important things first. Once you have put things in writing though, you
might feel pressured to complete the tasks in order. This can slow you down.
Some people work better when they can jump from task to task and let their
emotions guide them. A checklist might impede their emotion. However, if you
truly need to finish certain tasks before moving to new ones, a checklist will
keep you focused and on-track. Page2

Checklists let you put tasks in order so you can accomplish the most important things
first. However, if you truly need to finish certain tasks before moving to new ones, a
checklist will keep you focused and on-track.

 Delegating. Checklists make it easy to delegate tasks if someone offers to

help you. If you are lucky enough to have assistance, you can refer to your list
and know what to ask them to do right away. You can even share your list with
them and let them pick what appeals to them. The disadvantage to delegating
in this way is losing control when other people choose what they want to do. If
 you are concerned about giving away easy tasks and getting stuck with the
challenges, keep your list to yourself.

Checklists make it easy to delegate tasks if someone offers to help you. You can even
share your list with them and let them pick what appeals to them.

https://www.ehow.co.uk/info_8199048_advantages-disadvantages-using -checklist_html

To create checklists, teachers must:

 Take the current learning outcomes and standards for the curriculum and
current units of study into account;
 Ensure that descriptors and indicators are clear, specific, and easy to observe;
 Encourage students to help create appropriate indicators. For example, what are
the indicators for a persuasive text?
 Ensure that checklists, marking schemes, and achievement charts are dated, in
order to document progress during a specific period of time;
 Ensure that checklists provide space for anecdotal comments because
interpretation is often appropriate;
 Use generic models so that the students become accustomed to them and so
that criteria and indicators can be added quickly, based on the activity being
assessed.
 Encourage students to create and use their own checklists, so that they
can assess themselves and set learning goals for themselves.

Developmental Checklists

Developmental checklists are generally used to record observations of one child at a

time. The list of skills is targeted for a specific age group (e.g. 12 to 24 months). They
may be divided into the different developmental domains or focus only on one aspect of
a child’s development.

Once you have chosen or created a checklist, you then observe the child in a variety of
natural contexts and check off all the relevant skills or behaviors. Usually, there is a
space to indicate the relevant date(s) on the checklist, as this might be an important Page2
piece of data.

As the checklist method does not allow for the recording of a lot of qualitative data, you
might choose to have a column for comments.

Sample checklist for language development: Two-year-olds

A blank checklist could look something like this:

Child’s Name: Alan

 Behaviour/Skill Date Comments
Communicates with gestures
and pointing
Shakes head for no
Uses one- word sentences
Uses two- word sentences
Names familiar objects
Follows simple instructions
Enjoys songs and rhymes
Refers to self as "me" or "I"

Once you begin filling in the checklist, it will start to look something like this:

Child’s Name: Alan

Behaviour/Skill Date Comments

Communicates with gestures
March 9, 2012
and pointing
Shakes head for no March 9, 2012
Uses one- word sentences March 10, 2012
Uses two- word sentences March 29, 2012 "My book"
Names familiar objects
Follows simple instructions Aprl 15, 2012
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Enjoys songs and rhymes March 5, 2012 Loves Hokey Pokey
Refers to self as "me" or "I" March 20, 2012 Taps self on chest, says "Aya

Note that, in general, behaviors and/or skills that you have not yet observed, or that the
child has not yet mastered, are left blank, so that you can update the checklist as
needed.

In some cases, you may want to add a comment like the one in the last box in the
sample above.
Pros and Cons Of Developmental Checklists

There are a lot of different viewpoints and discussions around developmental checklists and
whether they should or shouldn’t be used as a form of documentation and assessment in early
childhood services. The following information will allow you to reflect on your practices and
work out what is right in your context.

Pros of developmental checklists:

 They allow for a general understanding of child development and when milestones are
expected to be reached. This allows for variances off this “norm” to be noticed and
discussed. This may lead to changes in programming or the environment, assessment
from medical professionals or other early intervention methods to be accessed.
 Checklists can provide evidence to demonstrate to the family the need to consider
changes to the current practices or to seek out additional assessment from a trained
professional if a family is reluctant to work with the service.
 Checklists can be shared by the family with other professionals to help communicate
their concerns.
 Checklists allow for progress to be demonstrated over a period of time.
 Checklists can be completed by educators providing holistic and child focused
experiences that can draw on their knowledge of each child to assess whether they can
achieve a task, and used as a record inside the service. (e.g. “I know Zach knows his
shapes as he was talking to me about which one he got the beanbag into when we
played the game outside and the shapes were drawn on the floor with chalk).
 Checklists are often quicker to do than a learning story and parents are more likely to
read them.
 Checklists can demonstrate gaps in the environment or programming if there is a trend
of a number of children falling behind in an area it may mean there are not opportunities
to develop in this skill/practice.

Cons of developmental checklists:

 Checklists are not inclusive of children with additional needs who may not be able to
succeed at completing tasks. They also do not take on board children’s home life and
cultural differences which may affect different aspects of development. Page2
 Checklists may be done in an adult focused way where children are expected to
demonstrate their skills in ways chosen by the adult and when instructed by the adult,
which can cause anxiety and/or a misrepresentation of the true skills (e.g. Asking a child
to name the shapes that are drawn on a piece of paper on a clipboard and recording
what they say in front of them.)
 Checklists often do not allow for skills or traits that are not associated with the
milestones such as respect, empathy, leadership, curiosity.
 Providing checklists to families as a form of assessment can create a deficit view of the
child, as they are seen as not yet achieving against societal norms, instead of
demonstrating how each child has progressed on their own developmental journey. Also
 families can use the checklists to compare with other families.

The Pros and Cons of Child Behavior Checklists

Child assessments evaluate development and progress by gathering objective

information. Checklists provide a tool for recording a child's behavior to assess potential
problems or to develop a behavior management plan. Understanding the benefits and
limitations of a child behavior checklist helps you determine if the evaluation tool is
appropriate for your needs.

Pro: Versatility

Checklists offer a simple evaluation method that you can use repeatedly. When you
make your own behavior checklist, you can customize the list to meet your specific
objectives for the evaluation. You can adapt the original checklist as your evaluation
needs change. This type of assessment is usually quick to complete since you only
need to check whether or not the child exhibits the behavior.

Pro: Specific Traits

A checklist allows you to evaluate specific traits in a child's behavior. Instead of general
observation, you can drill down to capture exactly what the child is doing and focus on
those particular behaviors or traits for a targeted assessment. The detailed traits give
the checklist evaluation a particular direction, allowing you to focus on one or more
narrow aspects of behavior. Because the checklist spells out exactly what you're looking
for, many different people can administer the evaluation with similar results.

Con: Narrow View

While the specific behaviors listed on the checklist give the evaluation focus, they can
also limit the assessment scope, giving an incomplete picture of the child's behavior. A
checklist leaves no gray area for kids who might exhibit a particular behavior only in
certain situations or only partially demonstrate each trait. The checklist doesn't take into
consideration things like the amount of time it takes to exhibit the behavior, events
leading up to a particular behavior or environmental factors that could affect how the
Page2
child acts.https://bizfluent.com/info-8649754-advantages-checklist-method ...

Sample Checklist
Daycare Provider

 Appears warm and friendly.

 Treats children with respect, flexibility, and patience.
  Is able to meet your child's developmental and emotional needs.

 Gives children individual attention.

 Sets reasonable and consistent limits.

 Supplies you with information for variety of issues such as: hours of
operation, vacations, holidays, payment, fees, discipline policies, sick policies,
etc.

 Provide a contract that clearly states the agreed to terms of the childcare
services.

 Staff have training in early childhood development.

 Teachers trained in first aid and CPR.

 Background checks are completed on staff members.

Daycare Environment

 Bright, cheerful setting.

 Children appear happy, comfortable, and relaxed.

 Safe, clean indoor and outdoor areas with adequate space.

 Toys and equipment are safe and age appropriate.

 Various open ended play materials such as puzzles, blocks, dress up props.
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 Toys are within children's reach, well organized, and easy for children to
clean up.

 Sanitary bathrooms and clean kitchen area.

 Hand washing after toileting and before meals and snacks.

  Separate cribs for infants and separate cots/mats for others.

 Cleaning materials, medicines, and sharp utensils out of reach of children.

Daycare Program

 Daily routine that is consistent but flexible and provides a variety of activities,
and indoor/outdoor times.
 Activities that are open ended, child directed.

 Children have the opportunity to experiment with various art materials.

 Healthy snacks and/or meals.

 Supervised rest time.

 Minimal, supervised TV if any.

Daycare Regulations

 Has a copy of a license or registration certificate from states family childcare

licensing agency.
 Has a CPR and First Aid Certificate.

 Has emergency phone numbers & evacuation plan.

 Should not exceed number of children licensed for.

Page2
 Outlet covers, gates to block stairways, smoke detectors are installed and in
proper working condition.

 Has a first aid kit on hand.

 There are restrictions on who may pick up a child.

 The playground equipment meet safety standards.

  Hazardous materials kept out of reach of children.

Personal Benefits of Using A Checklist

If you don’t use checklists to get you through your days, let me reiterate the importance
of using them. Following are 4 benefits of checklists.

1. Using a Checklist Allows You to Get More Done.

It’s been said that you get an endorphin rush whenever you cross something off of a
checklist.
If you’ve used a checklist before, you know how good it feels to get things crossed off.
When it feels good to do something, you’re likely to keep doing it, right?

That’s why checklists are so beneficial for getting things done. Many things.

2. Save Time and Brain Power.

Instead of going through your day trying to remember what you have to do, write your
to-do list/checklist down on paper (or on your phone or computer).

Seeing a list of what you have to get done, instead of trying to remember it all, is going
to save you a ton of time – and, yes, brain power!

3. Make Delegating Easier.

When you have a list of tasks to do, it’s much easier to hand certain (or all) things over
to someone else to handle, when you aren’t able to complete those tasks yourself.

Whether you are instructing someone to tackle just one thing from your list, or
everything on it, having that checklist in front of you is going to make delegating
a whole lot easier.

4. Reach Your Goals Quicker. Page2

Setting goals for yourself (financial and personal) is an important step in accomplishing
what you want in life, and having checklists will help you to reach those goals quicker.
How? Because when you break down your goals into bite-sized pieces, and add those
pieces to your daily checklists), they seem much more attainable.

Goals are much easier to achieve when you break them down into smaller goals.
Add items to your checklists that will help you to reach those goals and watch how fast
those goals are reached.
The good thing about checklists is that they are easy to create. Simply make a list
of things that you want to accomplish in a day and get to it! It is recommend creating
your checklist every night before bed because, believe it or not, your brain will start
working on those to-dos while you sleep.
Be sure not to overwhelm yourself with too many items on your checklist. The rule is no
more than 7, because any more than that can make you feel defeated before you even
begin.

Revised Philippine Early Childhood Development Checklist

1. How the ECEDC is administered
2. Domains Included in the Checklist
3. Samples of Items in Each domain

III. INSTILL: Guide questions:

1. What are checklists:
2. Why are checklists advantageous and disadvantageous?
3. How is a checklist developed?
4. Give the pros and cons of using checklist in assessing the behavior of
children
5. How is the ECEDC administered?
6. What are domains included in the checklist?
7. Cite samples of items in the ECEDC?
IV. APPLY: Make a checklist of what you want to achieve within the next five
years?
V. NUTSHELL: Make a concept map summarizing this lesson.
References:
The Developmental Checklist as a Planning Tool - Bing video
The Developmental Checklist as a Planning Tool - Bing video
Pros and Cons of Child Behavior Checklists (howtoadult.com)
https://www.ehow.co.uk/info_8199048_advantages-disadvantages-using -checklist_html
toddler.ccdmd.qc.ca/observing/checklists
https://bizfluent.com/info-8649754-advantages-checklist-method

LESSON 9 – RATING SCALES

Topics:
1.What are rating scales
2. Kinds of rating Scales Page2
3. Advantages and Disadvantages of Rating Scales
4. Samples of Rating Scales
Time Allotment
Student Learning Outcomes Expected Outputs
1.Describe what rating scales are 1. Give samples of rating scales used
2. Discuss the different kinds of rating scales in assessing young children
3. Explain the advantages and
disadvantages of rating scales
4. Give samples of rating scales in
assessing young children
Learning Activities
I.UNCOVER:
II. BRAINSTORM:

RATING SCALES

Teachers use them, employers use them, and even young kids in school use them .
Simple and easy to understand, a rating scale can be used for many different things
by a wide variety of users. They are prevalent and provide a large amount of data in a
concise way for users to base important decisions on.

According to Nitko (2001), rating scales can be used for teaching purposes and
assessment.
1. Rating scales help students understand the learning target/outcomes and to
focus students’ attention to performance.
2. Completed rating scale gives specific feedback to students as far as their
strengths and weaknesses with respect to the targets to which they are
measured.
3. Students not only learn the standards but also may internalize the set standards.
4. Ratings helps to show each student’s growth and progress.

Example: Rating Scale (Attitude towards Mathematics)

Directions: Put the score on the column for each of the statement as it applies to you. Use 1 to 5, 1 being the lowest
and 5 the highest possible score.

score

1. I am happy during Mathematics class.

2. I get tired doing board work and drills.

3. I enjoy solving word problems. Page2

-Rating scales are observation tools that indicate the degree to which a person
possesses a certain trait or behavior
-Each behavior is rated on a continuum from the lowest to highest level
-Provide slightly more information than simple checklists as they record the degree of
behavior or how well the skills in question are performed or carried out.
-Behaviors needs to be directly observable
-Can be used to assess characteristics such as child's level of initiation, confidence or
motivation.
Disadvantages
General Characteristics
- Closed method of observation
- High degree of selectivity
- High degree of inference
-Observer’s judgment on where to mark off on the scale (e.g. due to observer’s prior
knowledge of child)
-Different interpretation of descriptors by observer – different interpretation of children’s
behaviors (ambiguous descriptors?)
-No descriptive data provided (closed technique)
-May overlook other important traits
-Time required to prepare the behaviors/ skills of study and the rating categories

Who Uses a Ranking Scale?

Students use the rating scale for school projects in order to collect data that is relatively
easy to understand, record and report. The rating scale is easily applied to many
situations with good, solid data results. Teachers may use the rating scale to get
feedback from students about the curriculum, satisfaction about specific projects or how
to improve classroom instruction. Employers often use ranking scales to assess
employees’ job satisfaction, potential for future positions or for a specific campaign or
task after the project has been completed.

https://classroom.synonym.com/advantages-rating-scales-6151387.html

Types of Rating Scales

Page2
Numerical Rating Scales
A numerical rating scale translates the judgements of quality or degree
into numbers. To increase the objectivity and consistency of results from numerical
rating scales, a short verbal description of the quality level of each number may be
provided.
Example:
To what extent does the student participate in team meetings and discussions?
1 2 3 4

Numerical scales

- can observe on a daily basis for a period of time for average scores to be gathered
- numbers on the scale are represented by words
- similar behaviors could be listed on the same scales - example: classroom behaviors
to what degree does a child complete an assigned task?
to what degree does the child cooperate in group activities?
Advantages
- Some quality of information collected (versus checklists)
- Could be planned in advance
- Simple to use
-Minimal time and effort needed to record behavior
- No special training required
- can be used for comparison
-Possible to observe a number of traits at one time
-Possible to observe more than one child at one time
-Can be scored and quantified (numerical scale)

Descriptive Graphic Rating Scales

A better format for rating is this descriptive graphic rating scales that replaces
ambiguous single word with short behavioural descriptions of the various points along
the scale.
Example:
To what extent does the student participate in team meetings and discussions?

Page2

Never participates participates

Participates as much as more than
any
Quiet, other team other team
Passive members member
Comment(s):
Common Rating Scale Errors
The table below contains the common rating scale errors that teachers and students
must be familiar with in order to avoid committing such kind of errors during
assessment.

Error Description

Leniency Occurs when a teacher tends to make almost all ratings towards the high end of the scale
Error the low end of the scale.

Severity A teacher tends to make almost all ratings toward the low end of the scale. This is the op
Error leniency error.

Central
Tendency Occurs when a teacher hesitates to use extremes and uses only the middle part of the
Error

Halo Occurs when a teacher lets his/her general impression of the student affect how he/she
Effect student on specific dimension.

Personal Occurs when a teacher has a general tendency to use inappropriate or irrelevant stere
bias favouring boys over girls, from rich families over from middle-income families, etc

Logical Occurs when a teacher gives similar ratings to two or more dimensions that the teacher b
Error be related where in fact they are not related at all.

Page2
Rater
Occurs when the raters, whose ratings originally agreed, begin to redefine the rubrics for t
Drift

Likert Scale
Another simple and widely used self-report method in assessing affect is the use of
Likert scale wherein a list of clearly favourable and unfavourable attitude statements are
provided. The students are asked to respond to each of the statement.
Likert scale uses the five-point scale: Strongly Agree (SA); Agree (A); Undecided (U);
Disagree (D); and Strongly Disagree (SD).
The scoring of a Likert scale is based on assigning weights from 1 to 5 to each position
of scale. In using attitude scale, it is best to ask for anonymous responses. And in
interpreting the results, it is important to keep in mind that these are verbal expressions,
feelings and opinions that individuals are willing to report.
Example: Likert Scale
Directions: put a check on the column for each of the statement that applies to you.
Legend: SA – Strongly Agree, A – Agree, U – Undecided, D – Disagree, SD –
Strongly Disagree

(SA)
(A) (U)
4 3
5

1. I am happy during Mathematics class.

2. I get tired doing board work and drills.
3. I enjoy solving word problems.

3.3.1 Constructing Likert Scale Instrument

Below are the steps in constructing Likert scale instrument:

1. Write a series of statements expressing positive and negative opinions toward
attitude object.
2. Select the best statements expressing positive and negative opinions and edit as
necessary.
3. List the statements combining the positive and negative and put the letters of the
five-point scale to the left of each statement for easy marking.
4. Add the directions, indicating how to mark the answer and include a key at the
top of the page if letters are used for each statement.
5. Some prefer to drop the undecided category so that respondents will be forced to
indicate agreement or disagreement.
Page2
What is a Likert Scale?

A Likert scale is a psychometric scale commonly involved in research used to represent

people's opinions and attitudes to a topic or subject matter. It employs questionnaires,
often used interchangeably with a rating scale, although there are other types of rating
scales to measure opinions.

What are Likert Scale Points?

Scales are used to rank people's judgments of objects, events, or other people from low
to high or from poor to good. A scale is a continuum from highest to lowest points and
has intermediate points in between these two extremities.

In 1932, Rensis Likert, a psychologist interested in measuring people's opinions or

attitudes on a variety of items, developed the original Likert scale. Today, Likert scales
are widely used in social and educational research.

The difference between a proper scale and a Likert scale is that Likert differentiated
between the underlying phenomenon being reviewed and the means by which the
variation is captured. This eventually points to the underlying phenomenon. The Likert
scaling assumes that the distance between each choice/option is equal.

On the whole, a Likert item is simply a statement that the respondent is asked to
evaluate by giving it a quantitative value on any kind of objective dimension, with a level
of agreement and/or disagreement being the dimension most commonly used.

4 Point Likert Scale

4 point Likert scale is basically a forced Likert scale. The reason it is named as such is
that the user is forced to form an opinion. There is no safe 'neutral' option. Ideally a
good scale for market researchers, they make use of the 4 point scale to get specific
responses.

5 Point Likert Scale

5 point likert scale consist of 5 answer options which will contain two extreme poles and
a neutral option connected with intermediate answer options. A commonly used 5 point
Likert scale examples to measure satisfaction is: Very satisfied, Satisfied, Neither
satisfied nor dissatisfied, Dissatisfied and Very dissatisfied.

7 Point Likert Scale

7 point likert scales are an upgrade to the 5-point scale. A 7-point likert scale ranges
from one extreme to another, like “extremely likely” to “not at all likely.” Page2

What is a 7 point Likert Scale?

A 7 point likert scale offers 7 different answer options related to an agreement that
would be distinct enough for the respondents, without throwing them into confusion.
Typically, it includes a moderate or neutral midpoint, and 7 point likert scales are known
to be most accurate of the Likert scales

 9 Point Likert Scale

9 point Likert scale ranges from 1(strongly disagree) to 9 (strongly agree). This, in turn,
provides very elaborate data and provides a wide variety of choices to the respondent.

 10 Points Likert Scale

A 10 point Likert scale will offer more variance than a smaller Likert scale, provide a
higher degree of measurement precision and provide a better opportunity to detect
changes and more power to explain a point of view

Semantic Different Scale

Another common approach to measuring affective traits is to use variations of semantic
differential. These scales use adjective pairs that provide anchors for feelings or beliefs
that are opposite in direction and intensity. Students would place a check between each
pair of adjectives that describes positive or negative aspects of the traits.
Example: Traits/attitude toward Mathematics subject
Mathematics
Boring __ __ __ __ __ Interesting
Important ___ ___ ___ ___ ___ Useless
Semantic differential like other selected-response formats, is that it makes it easier to
assure anonymity. Anonymity is important when the traits are more personal, such as
values and self-concept. It is also an efficient way of collecting information. Though this
may be an efficient way note that it is not good to ask too many questions. It is
important to carefully select those traits that are concerned or included in the defined
affective targets or outcomes. It is also a good point to have open-ended items such as
“comments” or “suggestions”.
3.5 Thurstone Scale. Louis Thurstone is considered the “Father if attitude
measurement”. He address the issue on how favorable an individual us with regard ti
a given issue, He develop[ed an attitude continuum to determine the position of
favorability on the issue.
3.6 In 1944, Guttman suggested that the attitude should be measured by
multidimensional sales, as opposed to unidimensional scales such as those Page2
devekoped by Thyrstone and Likert, Guttman pointed out that there shoukd ne a
multidimensional view of the attitude construct. He developed the Guttman scaling .

Behavior Rating Scales

Behavior rating scales are one of the oldest assessment tools used in mental health,
education, and research. These scales typically assess problem behaviors, social skills,
and emotional functioning; are widely employed in the assessment of personality
development, adaptive behavior, and social-emotional functioning; and aid in diagnostic
decision making and in planning treatment and education. These well-proven scales are
easy to administer, score, and interpret and have become an integral part of the clinical
and school assessment of children and adolescents.

A variety of behavior rating scales are available for use in clinical practice and research.
The majority of behavior rating scales are intended for use with children, though a
handful can be used with adults. The use of behavior rating scales in the evaluation of
adult clients is gaining popularity. There are a number of advantages of using behavior
rating scales: They quantify and systematically organize client information,
administration and scoring is generally quick and easy, most allow for comparison of
ratings across respondents and/or settings, and because these are norm-referenced
instruments, the client’s symptoms and behaviors can be compared with those of his or
her peers.

Behavior rating scales help clinicians obtain information from parents, teachers, and
others about a client’s symptoms and functioning in various settings, which is necessary
for an appropriate assessment for a number of disorders as well as for treatment
monitoring. Such instruments are generally only one component of a comprehensive
evaluation, which commonly includes direct observation of the client, objective and
projective measures, and interviews. Most behavior rating scales are normed using
nationally representative samples, but they also often include clinical norms as well,
which allows for a variety of behavior comparisons. Ideally, the rating scale used should
be normed to similar client populations, so results indicate if a client’s skill, behavior, or
emotional status is typical or significantly different from that of peer groups.

Uses of Behavior Rating Scales

The most common use of behavior rating scales is in the diagnosis of mental and
behavioral disorders. The content of behavior rating scales often conforms to Diagnostic
and Statistical Manual of Mental Disorders (DSM) diagnostic criteria, though it often
differs in the way the symptoms are quantified as well as in the way the symptoms are
combined. In the educational setting, these scales are also used to help determine
eligibility for special education and other programs. In addition, they are used to plan Page2
interventions and to monitor symptoms and behavior during and following treatment.

There is ample empirical support for the validity of using behavior rating scales for
diagnostic and placement decision making. However, the use of these scales in
planning interventions and monitoring client progress has not yet been adequately
validated. Because of this, behavior rating scales should never be the sole method used
to monitor response to treatment, though behavior rating scales do have a place as one
piece of a multimodal method. For example, direct observations and rating scales are
considered the best methods to evaluate the effects of medication trials on a child’s
behavior. When used in conjunction with direct observations, behavior rating scales
may give an indication of differences in behavior across settings or differences in the
perception of the client’s behavior by significant others in his or her life. It is always
important to ensure that the scale is appropriate for this use. If a behavior rating scale is
used to monitor a behavioral intervention, care should be taken to make sure the scale
aligns with this goal. Many scales monitor reductions in negative behaviors, but most
lack items that measure positive replacement behaviors.

Behavior rating scales typically quantify the severity of the behaviors or symptoms on
Likert scales (e.g., 0-not present to 4—severe) or the frequency that the behavior or
symptom is observed (e.g., 0-never to 4-almost always). Scores on the scale or
subscales are then summed and converted to a standard score such as a T score,
which allows for comparison of the frequency of a variety of behaviors to norms for a
client’s gender and/or age group. These data are critical for determining the clinical
significance of the client’s symptoms and behaviors.

Types of Behavior Rating Scales

Many of the newer behavior rating scales use a comprehensive, multidimensional

approach to the assessment of behavior. For example, many scales include
observer/informant and self-report forms. In addition, clinicians can choose from global
scales that assess multiple domains of functioning or scales that focus on a specific
dimension of behavior.

Observer/Informant Scales

Significant others, such as parents and teachers, can provide valuable information
about a client’s behavior that would otherwise be unavailable to the clinician. This
information can be extremely helpful as part of case conceptualization, especially with
child clients. Informant scales assess the degree or frequency of certain behaviors or
skills based on the respondent’s perceptions. The rater must be very familiar with the
client to provide useful information, and using multiple raters helps reduce biased
perceptions. The psychologist’s report should note who provided the ratings and
describe his or her relationship to the client.

Self-Report Scales Page2

Older child clients and adults are often asked to provide ratings of their own behavior,
feelings, and skills. These measures are similar, or even identical, to other rating scales
and are often used in conjunction with teacher or parent ratings. It can be helpful to
compare how clients perceive themselves relative to how others perceive them.
However, it is important to note that in psychiatric disorders where either the client’s
verbal capacity (e.g., autism, dementia) or insight (e.g., psychotic conditions) is
compromised, self-rating scales have very little value.
Single Domain Scales

Scales that assess one specific area allow for focused, in-depth evaluation of a
behavior or particular area of functioning. Focusing on a single dimension of behavior
may be warranted when the referral question is limited to a specific concern. Most of
these scales are intended to assess attention deficit hyperactivity disorder (AD/HD),
social skills, or conduct problems. These measures are often used subsequent to the
use of multidomain scales that have identified one or more areas of concern.

Multidomain Scales

Multidomain behavior rating scales assess a broad array of social, emotional, and
behavioral functioning. The use of these scales has increased dramatically in popularity
due to research findings that many individuals, particularly children, tend to have
difficulties in multiple areas. For example, research in developmental psychopathology
suggests a high degree of comorbidity among the social, emotional, and behavioral
domains. Thus, multidomain behavior rating scales allow the clinician to obtain
information about a variety of areas of functioning with one tool.

Widely Used Behavior Rating Scales

There are many different behavior rating scales available to clinicians. The most
commonly used scales are the Achenbach Scales, the Behavior Assessment System
for Children (BASC-2), the Connors instruments, the Attention Deficit Disorders
Evaluation Scale (ADDES), the ADD-H Comprehensive Teacher Rating Scale
(ACTeRS), the ADHD Rating Scale-IV, the Behavior Rating Profile (BRP-2), the Burk’s
Behavior Rating Scales (BBRS), and the Social-Emotional Dimension Scale (SEDS-2).
One other behavior rating scale that is quickly gaining popularity is the Behavior Rating
Scale of Executive Function (BRIEF).

III INSTILL. Questions for discussion

1. What are rating scales?
2. Why should pre-school teachers use rating scales?
3. Describe each of the types of rating scales
IV. APPLY:
1. Show samples of rating scales to assess behavior, development and Page2
learning of children.
VI. NUTSHELL: Choose one of the most commonly used behavior rating
scale. Make a research and submit for discussion in class.

Lesson 10 – Rubrics for Assessing Young Children’s Development and Learning

Topics:
1. What are Rubrics?
 2. Importance of Rubrics for Preschool Use
3. What are the kinds of Rubrics
4. Designing Scoring Rubrics
Time Allotment
Student Learning Outcomes Expected Outputs:
1. Explain the origin of the term rubrics
2. Describe what rubrics are;
3. Justify the need for the use of
rubrics in assessing young children
4. Differentiate analytic from holistic
rubrics;
5. Illustrate how rubrics are designed;
and
6. Show samples of rubrics
Learning Activities
I.UNCOVER: Self-reflection
What is your current view of rubrics? Write down what you know about them and what
experiences you have had using them
II. BRAINSTORM:
Describing the Importance of Rubrics

Gone are the days when students were generally evaluated based on quantity alone.
That is, the number of correct items against the wrong answers without regard for the
content or kind of skill being assessed, the level of difficulty, and the consistency of
answers. At present, rubrics are all the rage when it comes to evaluating the
performance of students in school because this tool aims to describe the quality of their
work. For example, instead of merely saying that a child received a score of five over
ten in the recognition of shapes, a teacher can identify his level
as satisfactory or emerging with a corresponding description that clearly states what
heIhad exhibited during the test.

Indeed using rubrics are more in tune with today’s fast-progressing trend of authentic
assessment strategies. They are very useful for teachers because they make the
process of evaluation quicker and easier since there are written skills and standards for
reference. Rubrics also help us point out and explain to both students and parents why
such a grade was given or how a grade can be improved. Page2

The Effective Evaluation: Using Rubrics for Preschool

Rubrics can be used in preschools to measure a child’s progress not only in academics
but also in self-help and communication skills as well as in socio-emotional and
sensory-motor development. To effectively evaluate a skill, the basic parameters
include the quality of performance, the frequency, and the application to various
situations. Keep these in mind when developing your rubrics.
In making a rubric for preschoolers, always begin by listing the criteria you want to
measure. For instance, in assessing a picture drawn by them, you may want to include
the following:

1. Use of Lines: Are there just scribbles with no pictures emerging? Are
students able to put lines together to form a recognizable image?
2. Images of People: Is the student able to draw a circle for a face? Are they
able to assemble stick figures with other distinguishing characteristics such
as hair and clothing?

The next step is for you to decide what performance levels to use for your early
childhood rubrics. Is it going to be excellent, very good, satisfactory, and needs
improvement? Or would you rather use well-developed, progressing, emerging,
and pre-conventional? It really depends on you. Just be sure to explain them to the
students in the simplest way that you can and also to their parents. Some teachers
prefer to simply use five stars, four stars, three stars, and so on. The important thing is
to have specific descriptors for each level.

Maximize the use of early childhood rubrics by creating one for every skill and
performance that you wish to evaluate. In this way, you are able to monitor children’s
progress and be able to take note of the exact items that they need to improve on. Get
your kids involved too! Post some rubrics on the walls of the classroom, prepare them
as worksheets for the students to accomplish, let them be brought home to be a guide
even for their homework, use them for parent-teacher conferences as well as in coming
up with your mid-year and year-end reports. Once you get the hang of it, you will find
that they are just a breeze to make!

What Are Rubrics and Why Are They Important?

The word rubric comes from the Latin word for red. The online Merriam-Webster
dictionary lists the first meaning of rubric as "an authoritative rule" and the fourth
meaning as "a guide listing specific criteria for grading or scoring academic papers,
projects, or tests." How did the name for a color come to mean a rule or guide? At least
as far back as the Middle Ages, the rules for the conduct of liturgical services—as
opposed to the actual spoken words of the liturgy—were often printed in red, so the
rules were "the red things" on the page Page2

A rubric is a coherent set of criteria for students' work that includes descriptions of levels
of performance quality on the criteria.

What is the purpose of rubrics?

Like any other evaluation tool, rubrics are useful for certain purposes and not for
others. The main purpose of rubrics is to assess performances. For some
performances, you observe the student in the process of doing something, like using an
electric drill or discussing an issue. For other performances, you observe the product
that is the result of the student's work, like a finished bookshelf or a written report.
Figure 1.1 lists some common kinds of school performances that can be assessed with
rubrics. This list by no means covers every possible school performance. It is just meant
to help you think of the types of performances you might assess with rubrics.

Figure 1.1. Types of Performances That Can Be Assessed with Rubrics

Type of Performance Examples

Processes  Playing a musical instrument

 Physical skills  Doing a forward roll
 Use of equipment  Preparing a slide for the
 Oral communication microscope
 Work habits  Making a speech to the class
 Reading aloud
 Conversing in a foreign language
 Working independently

Products  Wooden bookshelf

 Constructed objects  Set of welds
 Written essays, themes, reports,  Handmade apron
term papers  Watercolor painting
 Other academic products that  Laboratory report
demonstrate understanding of
 Term paper on theatrical
concepts
conventions in Shakespeare's day
 Written analysis of the effects of
the Marshall Plan
 Model or diagram of a structure
(atom, flower, planetary system, Page2
etc.)
 Concept map

This list is not meant to suggest what your students should perform. State standards,
curriculum goals, and instructional goals and objectives are the sources for what types
of performances your students should be able to do. When the intended learning
outcomes are best indicated by performances—things students would do, make, say, or
write—then rubrics are the best way to assess them. Notice that the performances
themselves are not learning outcomes. They are indicators of learning outcomes.
Except in unusual cases, any one performance is just a sample of all the possible
performances that would indicate an intended learning outcome. Chapters 2 and 3
cover this point in greater detail. For now, know that the purpose of the list in Figure 1.1
is to describe some of these performances, so you can recognize them as
performances and as suitable for using rubrics, when they are appropriate indicators of
your goals for student learning.
About the only kinds of schoolwork that do not function well with rubrics are questions
with right or wrong answers. Test items or oral questions in class that have one clear
correct answer are best assessed as right or wrong. However, even test items that have
degrees of quality of performance, where you want to observe how appropriately, how
completely, or how well a question was answered, can be assessed with rubrics.
Rubrics give structure to observations. Matching your observations of a student's work
to the descriptions in the rubric averts the rush to judgment that can occur in classroom
evaluation situations. Instead of judging the performance, the rubric describes the
performance. The resulting judgment of quality based on a rubric therefore also
contains within it a description of performance that can be used for feedback and
teaching. This is different from a judgment of quality from a score or a grade arrived at
without a rubric. Judgments without descriptions stop the action in a classroom.

What are the advantages and disadvantages of different types of rubrics?

Rubrics are usually categorized by two different aspects of their composition. One is
whether the rubric treats the criteria one at a time or together. The other is whether the
rubric is general and could be used with a family of similar tasks or is task-specific and
only applicable to one assessment. Figure 1.2 describes the different types of rubrics
and the advantages and disadvantages of each.
Page2
Figure 1.2. Advantages and Disadvantages of Different Types of Rubrics

Type of
Rubric Definition Advantages Disadvantages

Holistic or Analytic: One or Several Judgments?

Analytic  Each criterion  Gives diagnostic  Takes more

(dimension, trait) information to time to score
 is evaluated teacher. than holistic
separately.  Gives formative rubrics.
feedback to  Takes more
students. time to
 Easier to link to achieve inter-
instruction than rater reliability
holistic rubrics. than with
holistic rubrics.
 Good for
formative
assessment;
adaptable for
summative
assessment; if
you need an
overall score for
grading, you can
combine the
scores.

Holistic  All criteria  Scoring is faster  Single overall

(dimensions, than with analytic score does not
traits) are rubrics. communicate
evaluated  Requires less information
simultaneously. time to achieve about what to
inter-rater do to improve.
reliability.  Not good for
 Good for formative
summative assessment.
assessment.

Description of Performance: General or Task-Specific?

General  Description of  Can share with  Lower Page2
work gives students, reliability at
characteristics explicitly linking first than with
that apply to a assessment and task-specific
whole family of instruction. rubrics.
tasks (e.g.,  Reuse same  Requires
writing, problem rubrics with practice to
solving). several tasks or apply well.
assignments.
  Supports
learning by
helping students
see "good work"
as bigger than
one task.
 Supports student
self-evaluation.
 Students can
help construct
general rubrics.

Task-  Description of  Teachers  Cannot share

Specific work refers to the sometimes say with students
specific content of using these (would give
a particular task makes scoring away
(e.g., gives an "easier." answers).
answer, specifies  Requires less  Need to write
a conclusion). time to achieve new rubrics for
inter-rater each task.
reliability.  For open-
ended tasks,
good answers
not listed in
rubrics may be
evaluated
poorly.

Source: From Assessment and Grading in Classrooms (p. 201), by Susan M.

Brookhart and Anthony J. Nitko, 2008, Upper Saddle River, NJ: Pearson Education.
Copyright 2008 by Pearson Education. Reprinted with permission.
Page2

General and task-specific rubrics

General rubrics use criteria and descriptions of performance that generalize across
(hence the name general rubrics), or can be used with, different tasks. The tasks all
have to be instances of the same learning outcome—for example, writing or
mathematics problem solving. The criteria point to aspects of the learning outcome and
not to features of any one specific task (for example, criteria list characteristics of good
problem solving and not features of the solution to a specific problem). The descriptions
of performance are general, so students learn general qualities and not isolated, task-
specific features (for example, the description might say all relevant information was
used to solve the problem, not that the numbers of knives, forks, spoons, and guests
were used to solve the problem). Task-specific rubrics are pretty well described by their
name: They are rubrics that are specific to the performance task with which they are
used. Task-specific rubrics contain the answers to a problem, or explain the reasoning
students are supposed to use, or list facts and concepts students are supposed to
mention. The bottom panel of Figure 1.2 defines general and task-specific rubrics and
lists advantages and disadvantages for each.
Why use general rubrics? General rubrics have several advantages over task-specific
rubrics. General rubrics
 Can be shared with students at the beginning of an assignment, to help them
plan and monitor their own work.
 Can be used with many different tasks, focusing the students on the knowledge
and skills they are developing over time.
 Describe student performance in terms that allow for many different paths to
success.
 Focus the teacher on developing students' learning of skills instead of task
completion.
 Do not need to be rewritten for every assignment.
Why use task-specific rubrics? Task-specific rubrics function as "scoring directions"
for the person who is grading the work. Because they detail the elements to look for in a
student's answer to a particular task, scoring students' responses with task-specific
rubrics is lower-inference work than scoring students' responses with general rubrics.
For this reason, it is faster to train raters to reach acceptable levels of scoring reliability
using task-specific rubrics for large-scale assessment. Similarly, it is easier for teachers
to apply task-specific rubrics consistently with a minimum of practice. General rubrics
take longer to learn to apply well.
However, the reliability advantage is temporary (one can learn to apply general rubrics Page2
well), and it comes with a big downside. Obviously, task-specific rubrics are useful only
for scoring. If students can't see the rubrics ahead of time, you can't share them with
students, and therefore task-specific rubrics are not useful for formative assessment.
That in itself is one good reason not to use them except for special purposes. Task-
specific rubrics do not take advantage of the most powerful aspects of rubrics—their
usefulness in helping students to conceptualize their learning targets and to monitor
their own progress.
Why are rubrics important?
Rubrics are important because they clarify for students the qualities their work should
have. This point is often expressed in terms of students understanding the learning
target and criteria for success. For this reason, rubrics help teachers teach, they help
coordinate instruction and assessment, and they help students learn.
Rubrics help teachers teach
Really good rubrics help teachers avoid confusing the task or activity with the learning
goal, and therefore confusing completion of the task with learning. Rubrics help keep
teachers focused on criteria, not tasks. I have already discussed this point in the section
about selecting criteria. Focusing rubrics on learning and not on tasks is the most
important concept in this book. I will return to it over and over. It seems to be a difficult
concept—or probably a more accurate statement is that focusing on tasks is so easy
and so seductive that it becomes the path many busy teachers take. Penny-wise and
pound-foolish, such an approach saves time in the short run by sacrificing learning in
the long run.
Rubrics help coordinate instruction and assessment
Most rubrics should be designed for repeated use, over time, on several tasks. Students
are given a rubric at the beginning of a unit of instruction or an episode of work. They
tackle the work, receive feedback, practice, revise or do another task, continue to
practice, and ultimately receive a grade—all using the same rubric as their description
of the criteria and the quality levels that will demonstrate learning. This path to learning
is much more cohesive than a string of assignments with related but different criteria.
Rubrics help students learn
The criteria and performance-level descriptions in rubrics help students understand
what the desired performance is and what it looks like. Effective rubrics show students
how they will know to what extent their performance passes muster on each criterion of
importance, and if used formatively can also show students what their next steps should

Page2
be to enhance the quality of their performance. This claim is backed by research at all
grade levels and in different disciplines.
view examples of projects, and with continued brainstorming and discussion they began
to see the
www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and...

Developing a Rubric
First Things, First
  It will 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!
 Do not reinvent the wheel. Rubric templates and examples exist all
over the Internet, or simply ask colleagues if they have developed
rubrics for similar assignments.

The Process

 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.
 Develop the markers of quality on which you feel comfortable
evaluating students’ level of learning - often along with a numerical
scale. (i.e., "excellent-2," "fair-1," "poor-0"; or, "Mastery," "Emerging,"
"Beginning" for a developmental approach)

Give students the rubric ahead of time. Advise them to use it in

guiding the completion of their tasks.
Rubrics for Assessment
There are many resources on the web that provide examples of rubrics that
can be used in assessment. In "Other Resources," below, the long UCLA
document provides some excellent examples. IN addition the Association
of American Colleges and Universities has an excellent set of "Value
Rubrics" which we include below. All are Reprinted [or Excerpted] with
permission from Assessing Outcomes and Improving Achievement: Tips
and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by Page2
the Association of American Colleges and Universities.
Value Rubrics Packet, including rubrics on:

 Creative Thinking
 Critical Thinking
 Information LIterary
 Inquiry Analysis
 Oral Communication
  Problem Solving
 Quantitative Literacy
 Reading
 Written Communication

Other Assessment Resources

 Association for the Assessment of Learning in Higher Education(link is external)

(link is external)
 Assessment and Evaluation in Higher Education--Journal(link is external)(link is
external)
 National Institute for Learning Outcomes Assesment(link is external)(link is
external)
 UC Berkeley’s Undergraduate Student Learning Initiative(link is external)

https://teaching.berkeley.edu/.../evaluate-course-level-learning/rubrics

III.INSTILL: Questions for discussion

1. Why is there a need to use rubrics in preschools and other levels of education?
2. What are the kinds of rubrics?

3. What are the differences between holistic and analytic rubrics, general tasks and
specific tasks rubrics?

4. How do you develop a rubric?

5. IN what instances may rubric be used for assessment?

IV.APPLY and V. NUTSHELL. Using the DepEd Progress Report Card, develop a
checklist, a rating scale and a Rubrics. (Use the criteria indicated in the Report Card.
References:
https://teaching.berkeley.edu/.../evaluate-course-level-learning/rubrics
Page2
www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics-and...
Kindergarten Progress Report Card