classroom assessments - checklists, ratings scales and rubrics.ppt

8/14/2019 classroom assessments - checklists, ratings scales and rubrics.ppt

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Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.

CHAPTER 6: Classroom Assessments

Checklists, Rating Scales, and

Rubrics Assessment In Early Childhood Education Fifth Edition

Sue C. Wortham


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Chapter Objectives 1. Describe the purposes for using checklists, rating scales

and rubrics for informal assessments

2. Discuss the advantages and disadvantages of usingchecklists, rating scales and rubrics

3. Explain the differences between the uses of checklists inpreschool and primary-grades

4. Discuss how rubrics are used with preschool and primarychildren

5. Identify the four basic steps in checklist design


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Checklists

Checklist: a list of sequential behaviorsarranged in categories used to determinewhether the child exhibits the behaviors or skills

listed


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Developmental Checklists Used WithInfants, Toddlers, and Preschoolers

Establish developmental indicators for childrenat different stages and ages

Monitor development

Screen to identify children with special needsfor additional assessment

Plan experiences to meet the childs

developmental needs


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Evaluating and AssessingWith Checklists

Curriculum objectives are used to planinstruction and to evaluate children sperformance on the same objectives

After the planned activities, children areassessed to determine how well they learned

Evaluation is achieved through observationduring the activities, and through specificassessment tasks


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Steps in Checklist Design

To determine the major categories to beincluded:

1. Identify the skills to be included2. List target behaviors separately3. Organize the checklist sequentially

4. Determine how record keeping will bedone


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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


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Disadvantages of UsingChecklists

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 canbe overwhelmed with assessment and recordkeeping

Teachers may not consider assessments with

checklists as valid measures Checklists do not indicate how well a child

performs


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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) inthe order they are expected to occur.

4. Provide a simple procedure for checking each action as

it occurs.


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Rating Scales

Rating scale: used to determine the degree towhich the child exhibits a behavior or the qualityof that behavior; each trait is rated on a

continuum, the observer decides where the childfits on the scale


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Rating Scales Make a qualitative judgment about the extent to

which a behavior is present

Consist of a set of characteristics or qualities tobe judged by using a systematic procedure

Numerical and graphic rating scales are usedmost frequently


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Types of Rating Scales Numerical Rating Scales:a sequence of numbers is assigned to descriptiveCategories; 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


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Advantages of UsingRating Scales

Used for behaviors not easily measured by othermeans

Quick and easy to complete

User can apply knowledge about the child fromother 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


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Disadvantages of UsingRating Scales: Reliability

Highly subjective (rater error and bias are acommon problem)

Raters may rate a child on the basis of their

previous interactions or on an emotional, ratherthan an objective, basis Ambiguous terms make them unreliable: raters

are likely to mark characteristics by using

different interpretations of the ratings (e.g., dothey all agree on what sometimes means?)


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Developing Quality RatingScales

1. Identify the learning outcomes that the task is intendedto assess.

2. Determine what characteristics of the learning outcomesare 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 ofaccomplishment are needed).


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Checklists and Rating Scales

Child Behavior Checklist Behavior Assessment System for Children

(BASC) Connors Rating Scales

Brown ADHD ScaleProjective Tests

Sentence Completion Drawing Tests Rorschach Apperception Tests


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Behavior Assessment Systemfor Children (BASC -2)

Administration: Administration Time: 10-20 minutes (TRS and PRS), 30 minutes(SRP)

Scores: Scores/Interpretation: T scoresand percentiles, for a general populationand clinical populations

Ages / Grades: Ages: 2:0 through 21:11(TRS and PRS); 6:0 through college age(SRP



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Uniqueand

stableways

peoplethink,

feel,

andbehave

ersona l i ty


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Rorschach Inkblot Test

10 inkblots - designed by Hermann Rorschach.It seeks to identify peoples inner feelings byanalyzing their interpretations of the blots.

L e wM

e r r i m

/ P h o t oR

e s e a r c h e r ,I n c .


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Thematic Apperception Test(TAT)

Developed by Henry Murray, TAT is a projectivetest in which people express their inner feelingsand interests through the stories they make up

about ambiguous scenes.

L e w

M e r r i m / P h o t oR

e s e a r c h e r ,I n c .


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Rotter Incomplete Sentence Blank 1) If only I could... feel more hopeful about things.

2) People I know... are usually fair and honest. 3) I can always... talk things out with someone. 4) I think guys... are less emotional than girls. 5) What makes me sad is... not being able to see my

kids. 6) I think girls... were mysterious to me in High School. 7) My father... would always listen to what I had to say. 8) Where I live... is quiet and peaceful. 9. My mother was the type . . . who always took care ofher family. 10) My health is... generally very good.



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Complete these sentences to express your real feeling. Try to do every one. Be sure to make complete sentences. 1. I like....

2. The happiest time.... 3. I want to know........ 4. Back home.. 5. I regret. 6. At bedtime.. 7. Boys....

8. The best... 9. What annoys me.. 10. People.... 11. A mother... 12. I feel...... 13. My great fear. 14. In high school.... 15. I cant.... 16. Sports.... 17. When I was child.. 18. My nerves.. 19. Other people.. 20. I suffer... 21. I failed.


Rotter Incomplete Sentence Blank


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Complete these sentences to express your real feeling. Try to do every one. Be sure to make complete sentences. 21. I failed...

22. Reading. 23. My mind.... 24. The future.. 25. I need. 26. Marriage.... 27. I am best when..

28. Sometimes. 29. What pains me... 30. I hate.. 31. This school.... 32. I am very... 33. The only trouble.... 34. I wish. 35. My father... 36. I secretly.... 37. I. 38. Dancing. 39. My greatest worry is. 40. Most girls..Wortham. Assessment in Early Childhood Education, 5e.

2008 by Pearson Education, Inc. All Rights Reserved.

Rotter Incomplete Sentence Blank


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Person

Self-portraits depict what patients feelthemselves to be.

Abstract ability allows the non-mirrorimage depiction (e.g. the patients rightside to be portrayed by the drawn personsright side).


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Person

In addition to the physical self, the patientprojects a picture of the psychological self intothe drawing of the person. For example:

Patients of adequate or superior height maydraw a tiny figure with arms dangling ratherhelplessly away from the sides and abeseeching facial expression.


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Other examples of persondrawings

Aggressive, devil like person Toppling person losing equilibrium

Mannequin-like clothes dummy Adolescents drawn person carrying abaseball bat in one hand, a tennis racketin the other, and wearing a mustache onhis lip.


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Other examples

A drawn woman who exposes a good dealof her drawn persons skirt up.

Drawing of a clown.


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Other Examples

Drawing of a person slumped into an armchair rather than standing on feet(statistically norm).

Drawing of a woman with her hands thrustecstatically in her hair wile dancing aloneto music.

Man with rigidly erect body with theabsolute side view presenting.


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Other Examples

Adolescent boys frequently draw muscularathletes attired in bathing suits, whileadolescent girls draw female movie starfigures wearing evening gowns

Ego-ideal Draw ego- ideal better prognosis.


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Size

Typically the size tells about the patientsself-esteem.


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Size

May also be related to self-confidence. Unusually large drawings indicate

aggressive and acting-out tendencies. May also mean manic or expansive

tendencies, anxiety/conflict. Unusually small.


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Pencil Pressure

Patients energy level. Heavy pressure = high energy.

Light pressure = low energy Heavy pressure. Unusually light.


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Stroke & Line Quality

Long pencil strokes. Short strokes.

Horizontal movement emphasis. Vertical movement emphasis.


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Line Quality

Discontinuous line quality, e.g. manybreaks in the outside boundary of thefigures.

Drawings, where the outline of the figureseems to be so discontinuous that itappears as a series of disconnecteddashes.

Straight, uninterrupted strokes.


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Lack of Detail

Indicates withdrawal tendencies with anassociated reduction of energy.

Excessive detailing.


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Placement

Placement in the middle of the page=typical of most normal patients.

On the right side of the page. On the left side of the page.


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Placement

Orientation and concern with the past. High on the page.

Low on the page. Upper left-hand corner. Upper right-hand corner.


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Erasure

Excessive erasure.


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Shading

Excessive shading. Some shading (& erasure) is an adaptive

mechanism an attempt to give thedrawing a sense of 3 dimensionality.


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Distortions and Omissions

Gross distortion. Moderate distortions and omissions.


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Sex of First Drawn Figure

Most drawn same sex first (85 95%).What if they dont?


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Interpretations concerning bodyparts

Head: Symbol of intellectual & fantasy activity Symbol of impulse & emotional control Symbol of socialization and communication Unusually large? Unusually small?


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Hair

Hair Overemphasis Absent?


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Facial Features

Omitted? Over-emphasis of facial features. Unusually large or strongly reinforced

eyes. Unusually small or closed eyes.


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Nose

Considered a phallic symbol or a symbolof power motive.

Large nose. Omitted?


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Nose

Nose drawn as a button or a triangle. Sharply-pointed. Shaded, dim, or truncated.


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Mouth

Regressive defenses; oral emphasis in thepersonality.

What if the mouth was omitted?


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Ears

Ears are often omitted by normal subjects. What if they are drawn in?


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Chin

Over-emphasized chin.


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Neck

Link between intellectual life and affect. Unusually short, thick neck. Unusually long neck. Neck omitted?


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Shoulders

Well-drawn and neatly rounded shoulders typically normal.

Broad shoulders. Absence of shoulders. Tiny shoulders.

Large or broad shoulders.


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Waistline

A heavy line separating the lower bodyfrom the rest of the body.

Unusually high or low waistline. Excessively tight waist. Elaborate belt.


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Trunk

Body symbolizes basic drives andtherefore, attitudes related to thedevelopment and integration of thesedrives in the personality indicated by themanner in which the trunk is drawn.

If body drawn in fragmented fashion?


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Trunk

How do children typically draw the trunk? Large trunk. Trunk omitted by an adult. Small trunk.


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Genitalia

Genitalia = rarely drawn. What does it mean if it is drawn? Normal for art students and persons in

psychoanalysis & sex therapy patients.


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Hands

Hands placed behind the back. Large hands. Small hands.


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Hands

Hands drawn as mittens suggest repressed orsuppressed aggressive tendencies with theaggression expressed indirectly.

Clenched figures = aggression andrebelliousness, or conscious attempts to controlanger.

Fingers without hands, or large fingers in adultdrawings indicate regression; or infantileaggressive assaultive tendencies.


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Hands

Long figures. Omission of fingers. Talon-like fingers or spiked fingers.


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Legs

Legs or feet. Crossed legs. Long legs. Short legs.


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Feet

Elongated or large feet Emphasis on feet Omission of feet Small feet


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Wortham. Assessment in Early Childhood Education, 5e.


Rubrics Qualitative instruments used for assessing

student progress in development andlearning, or scoring student work

Provide guidelines and descriptors todistinguish performance from one level toanother

Criteria for scoring or indicators ofperformance also describe dimensions ofperformance


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Holistic Rubrics

Assign a single score to a student s overallperformance

Usually have competency labels thatdefine the level of performance

The quality of work or performance ateach level described by a number ofindicators


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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


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Developmental Rubric

Serves a multiage group of students or tospan several grade levels

Assesses student on a continuum thatshows developmental progress

Scoring Criteria in the


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Scoring Criteria in theDesign of a Rubric

1. One or more traits or dimensions thatserve as the basis for student response

2. Definitions and examples to clarify themeaning 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 byexamples of each level

Scoring Criteria in the


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Scoring Criteria in theDesign of a Rubric

Levels of performance or dimensions cannotalways be predetermined when the rubric isdesigned

Dimensions of performance must be based onreasonable expectations of the students to beassessed, using existing samples of studentwork with the criteria revised as necessary


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Advantages of Using Rubrics

Provide guidelines for quality student work orperformance

Flexible; can be designed for many uses andability 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 usedto discuss with parents and students

Disadvantages of


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Disadvantages ofUsing 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 ofstudent work

Teachers might inappropriately focus on the

quantity of characteristics, rather than theindicators of quality work Holistic rubrics might lack validity and reliability


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Developing Quality Rubrics

1. Do descriptions focus on important aspectsof 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?

Consistency in Conducting and


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Scoring Assessments to ImproveReliability

1. Before using, review items and indicators; reachagreement on what each is to measure.

2. Pilot the instrument to determine if there are

unclear or difficult to assess items.3. Review scoring instructions prior to conducting

the assessment.4. Scoring instructions should be made according

to the purposes of the assessment--ascore/grade or more written information.

Checklist for Ensuring Reliability in


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Checklist for Ensuring Reliability ina Rating Instrument

Documented, field-tested scoring guide Clear, concise criteria Annotated examples of all score points Ample practice and feedback for raters Multiple raters with demonstrated agreement prior to

scoring Periodic reliability checks throughout

Retraining when necessary Arrangements for collection of suitable reliability data

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classroom assessments - checklists, ratings scales and rubrics.ppt