wortham. assessment in early childhood education, 5e. © 2008 by pearson education, inc. all rights...

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


Chapter Objectives1. Describe the purposes for using checklists, rating scales

and rubrics for informal assessments

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

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

4. Discuss how rubrics are used with preschool and primary children

5. Identify the four basic steps in checklist design


Checklists

• Checklist: a list of sequential behaviors arranged in categories used to determine whether the child exhibits the behaviors or skills listed


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


Using Checklists With School-age 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


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


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


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


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


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.


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


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


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


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


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?)


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).

Checklists and Rating Scales• Child Behavior Checklist• Behavior Assessment System for Children (BASC)• Connor’s Rating Scales• Brown ADHD Scale

Projective Tests

• Sentence Completion• Drawing Tests• Rorschach• Apperception Tests

Behavior Assessment System for Children (BASC -2)

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

• Scores: Scores/Interpretation: T scores and percentiles, for a general population and clinical populations

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


Projective Tests

• Sentence Completion• Drawing Tests• Rorschach• Apperception Tests

Uniqueand

stablewayspeoplethink,feel,and

behave

ersonalityersonality

22

Rorschach Inkblot Test

10 inkblots - designed by Hermann Rorschach. It seeks to identify people’s

inner feelings by analyzing their interpretations of the blots.

Lew

Merrim

/ Photo Researcher, Inc.

23

Thematic Apperception Test(TAT)

Developed by Henry Murray, TAT is a projective test in which people express their

inner feelings and interests through the stories they make up about ambiguous scenes.

Lew

Merrim

/ Photo Researcher, Inc.

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 of her family.10) My health is...generally very good.


• 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 can’t………………………………………………………………………………….... • 16. Sports………………………………………………………………………………….... • 17. When I was child……………………………………………………………………….. • 18. My nerves……………………………………………………………………………….. • 19. Other people……………………………………………………………………………..• 20. I suffer…………………………………………………………………………………... • 21. I failed…………………………………………………………………………………….


Rotter Incomplete Sentence Blank

• 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

27

Person

• Self-portraits depict what patients feel themselves to be.

• Abstract ability allows the non-mirror image depiction (e.g. the patient’s right side to be portrayed by the drawn person’s right side).

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Person

• In addition to the physical self, the patient projects a picture of the psychological self into the drawing of the person. For example:

• Patients of adequate or superior height may draw a tiny figure with arms dangling rather helplessly away from the sides and a beseeching facial expression.

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Other examples of person drawings

• Aggressive, devil like person

• Toppling person losing equilibrium

• Mannequin-like clothes dummy

• Adolescent’s drawn person carrying a baseball bat in one hand, a tennis racket in the other, and wearing a mustache on his lip.

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Other examples

• A drawn woman who exposes a good deal of her drawn person’s skirt up.

• Drawing of a clown.

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Other Examples

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

• Drawing of a woman with her hands thrust ecstatically in her hair wile dancing alone to music.

• Man with rigidly erect body with the absolute side view presenting.

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Other Examples

• Adolescent boys frequently draw muscular athletes attired in bathing suits, while adolescent girls draw female movie star figures wearing evening gowns

• Ego-ideal

• Draw ego-ideal … better prognosis.

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Size

• Typically the size tells about the patient’s self-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.

35

Pencil Pressure

• Patient’s energy level.

• Heavy pressure = high energy.

• Light pressure = low energy

• Heavy pressure.

• Unusually light.

36

Stroke & Line Quality

• Long pencil strokes.

• Short strokes.

• Horizontal movement emphasis.

• Vertical movement emphasis.

37

Line Quality

• Discontinuous line quality, e.g. many breaks in the outside boundary of the figures.

• Drawings, where the outline of the figure seems to be so discontinuous that it appears as a series of disconnected dashes.

• Straight, uninterrupted strokes.

38

Lack of Detail

• Indicates withdrawal tendencies with an associated reduction of energy.

• Excessive detailing.

39

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.

40

Placement

• Orientation and concern with the past.

• High on the page.

• Low on the page.

• Upper left-hand corner.

• Upper right-hand corner.

41

Erasure

• Excessive erasure.

42

Shading

• Excessive shading.

• Some shading (& erasure) is an adaptive mechanism – an attempt to give the drawing a sense of 3 – dimensionality.

43

Distortions and Omissions

• Gross distortion.

• Moderate distortions and omissions.

44

Transparency

• Transparency can indicate poor reality ties, except, of course in the drawings of young children who are typically normal.

45

Sex of First Drawn Figure

• Most drawn same sex first (85 – 95%). What if they don’t?

46

Interpretations concerning body parts

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

47

Hair

• Hair– Overemphasis– Absent?

48

Facial Features

• Omitted?

• Over-emphasis of facial features.

• Unusually large or strongly reinforced eyes.

• Unusually small or closed eyes.

49

Nose

• Considered a phallic symbol or a symbol of power motive.

• Large nose.

• Omitted?

50

Nose

• Nose drawn as a button or a triangle.

• Sharply-pointed.

• Shaded, dim, or truncated.

51

Mouth

• Regressive defenses; oral emphasis in the personality.

• What if the mouth was omitted?

52

Other features of the mouth

• Slash line?

• Tiny mouth.

• Mouth with large grin.

• Teeth (adult)?

53

Ears

• Ears are often omitted by normal subjects.

• What if they are drawn in?

54

Chin

• Over-emphasized chin.

55

Neck

• Link between intellectual life and affect.

• Unusually short, thick neck.

• Unusually long neck.

• Neck omitted?

56

Shoulders

• Well-drawn and neatly rounded shoulders – typically normal.

• Broad shoulders.

• Absence of shoulders.

• Tiny shoulders.

• Large or broad shoulders.

57

Breasts

• Unusually large breasts drawn by male.

• Unusually large breasts drawn by females.

58

Waistline

• A heavy line separating the lower body from the rest of the body.

• Unusually high or low waistline.

• Excessively tight waist.

• Elaborate belt.

59

Trunk

• Body symbolizes basic drives and therefore, attitudes related to the development and integration of these drives in the personality indicated by the manner in which the trunk is drawn.

• If body drawn in fragmented fashion?

60

Trunk

• How do children typically draw the trunk?

• Large trunk.

• Trunk omitted by an adult.

• Small trunk.

61

Genitalia

• Genitalia = rarely drawn.

• What does it mean if it is drawn?

• Normal for art students and persons in psychoanalysis & sex therapy patients.

62

Arms, Hands, Fingers

• Arms = type and quality of the patient’s contact with environment.

• Arms relaxed & flexible.

• Arms folded.

• Arms behind the back.

63

Hands

• Hands placed behind the back.

• Large hands.

• Small hands.

64

Hands

• Hands drawn as mittens suggest repressed or suppressed aggressive tendencies with the aggression expressed indirectly.

• Clenched figures = aggression and rebelliousness, or conscious attempts to control anger.

• Fingers without hands, or large fingers in adult drawings indicate regression; or infantile aggressive assaultive tendencies.

65

Hands

• Long figures.

• Omission of fingers.

• Talon-like fingers or spiked fingers.

66

Legs

• Legs or feet.

• Crossed legs.

• Long legs.

• Short legs.

67

Feet

• Elongated or large feet

• Emphasis on feet

• Omission of feet

• Small feet


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


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


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


Developmental Rubric

• Serves a multiage group of students or to span several grade levels

• Assesses student on a continuum that shows developmental progress


Scoring Criteria in the Design of a Rubric

1. One or more traits or dimensions that serve as the basis for student response2. Definitions and examples to clarify the meaning of each trait or dimension3. A scale of values (or a counting system)

on which to rate each dimension4. Standards of excellence for specified performance levels accompanied by examples of each level


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


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


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


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?


Consistency in Conducting and Scoring Assessments to Improve

Reliability1.Before using, review items and indicators; reach

agreement 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--a score/grade or more written information.


Checklist for Ensuring Reliability in a 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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