ECLE4223 ASSESSMENT AND OBSERVATION IN ECE UNIT 6

What is the title of out topic today?

• Checklist, rating scales and Rubrics assessment

• Checklist and Rubrics assessment

• Checklist and rating scales assessment

• Checklist, rating scales and Rubrics

Which of the following is wrong learning outcome?

• Define checklist, rating scales and rubrics and the different types of rating scales and rubrics

• Analyze the advantages and disadvantages of using checklist, rating scales and rubrics

• Construct and contrast between the used of these three instruments

• Construct any of these three instruments

Checklists are instruments used to record and examine sequenced series of behaviors or skills usually directly related to educational or developmental goals.

• True

• False

Checklists can be used by teachers to determine what skills children have or what developmental characteristics they currently possess in order to better plan for the next step.

• False

• True

According to Wortham (1990), checklists are not best used when a great number of behaviors are to be observed.

• False

• True

Checklists prove particularly useful in preparing children ’ s progress reports. If not designed carefully, the progress reports could be a subset or an abbreviated version of the checklists.

• False

• True

Which of the following are true about checklist?

• Checklists also are helpful in providing information to parents regarding their child’ s progress.

• Checklists prove particularly useful in preparing children ’ s progress reports. If not designed carefully, the progress reports could be a subset or an abbreviated version of the checklists.

• According to Wortham (1991), checklists are best used when a great number of behaviors are to be observed.

• Checklists are instruments used to sequenced series of behaviors or skills usually directly related to educational or developmental goals.

Checklists can include a variety of descriptive characteristics. These include such behavioral categories as

• descriptive statements of traits

• social/emotional behaviors

• specific statements

• specific developmental characteristics

As such, checklists can either describe behaviours of a general nature (e.g., problem solving skills, social skills, critical thinking skills, attitudinal characteristics), or a specific nature (e.g., word attack skills, steps in performing a science experiment, skills required to perform a specific motor sequence, concepts required to perform mathematical operations)

• True

• False

Why use a checklist?

• Quick and easy to use

• Require the educator to spend much time recording data

• Few pre-made, commercially availably checklists can be used from a variety of sources

• Can be used to record observation in virtually any situations