Deck 7: Checklists, Rating Scales, and Rubrics

Question 1

What kinds of resources can be used to develop checklists for preschool classes? What kinds of resources are used to develop checklists for primary-grade classes? How are they alike and different?

Answer 1

No Answer

Question 2

What kinds of assessment strategies can be used to assess checklist objectives? Can similar strategies be used with rating scales? Explain.

Answer 2

No Answer

Question 3

Describe the difference between numerical rating scales and graphic rating scales?

Answer 3

No Answer

Question 4

There are inherent weaknesses in teacher-designed checklists, rating scales, and rubrics. Discuss some steps teachers can take to develop quality in these assessments.

Question 5

Discuss how a group of teachers who are using checklists, rating scales, and rubrics can plan how they can be consistent in their assessments.

Question 6

Checklists for both preschool and primary grades students can be used for diagnosis and intervention.

Question 7

Rating scales provide more possibilities for a range of assessments than rubrics.

Question 8

Teachers prefer to use checklists because they require very little time for recordkeeping.

Question 9

Both numerical and graphic rating scales require qualitative judgment on the part of the rater.

Question 10

Rating scales are best used with school-age children.

Question 11

A rubric has descriptors that define what to look for at each level of performance.

Question 12

Three types of rubrics are holistic, analytic, and graphic.

Question 13

One of the most important steps in checklist design is to determine criteria for levels of performance.

Question 14

Advantages of using rubrics are that they are flexible and adaptable.

Question 15

The most important considerations when using rubrics is the quantity of characteristics found.

Question 16

An advantage of using rubrics includes which of the following?

A) Validity and reliability
B) Translation into grades
C) Ease in determining scoring criteria
D) None of the above

Question 17

Consistency in conducting and scoring rating scales is improved by all of the following, except

A) training in their use
B) clear scoring instructions
C) including 2 to 6 rating positions
D) feedback for raters

Question 18

Why is it better to use numerical rather than graphic scales?

A) Numerical scales are easy to use to rate progress.
B) Numerical scales are more specific when rating student behavior.
C) It is easier for teachers to agree on numerical ratings.
D) A & C
E) B & C

Question 19

Which of the following best characterizes a checklist?

A) It includes a yes or no response.
B) It has an automatic recordkeeping system.
C) It is conducted using only observation.
D) A & B
E) B & C

Question 20

Assessment using checklists in preschools should include

A) developmental domains
B) identification of skills to be included
C) sequential organization
D) none of the above
E) all of the above

Question 21

Collect samples of checklists used in preschool and primary classrooms. Compare the checklists in terms of objectives, evaluation strategies recommended, and record-keeping format.

Question 22

Design a rating scale to measure appropriate study behaviors in the classroom. Include five characteristics and at least 3 points on the scale with descriptors.

Question 23

Design a developmental rubric for emerging reading skills in kindergarten and first grade using state or national organization guidelines. Use descriptions of beginning readers to develop the characteristics for levels of development. Figure 7-8 (in the text) is a sample of this type of rubric.