|How may each be described/ defined?||Rating scales are like checklists. However, scales are also added. Instead of simply checking the list of what was done and was not done, scales like always, sometimes, seldom and never are also provided to indicate the degree of achievement.||Checklist is a list of did’s and did not’s for a task.||Rubric is a systematic grading guideline to follow in assessment (Jackson and Larkin, 2002)
Rubrics are like rating scales. However, instead of using terms like always, seldom and never, each gradation of criterion is described using clear and specific adjectives that can be easily understood and observed by students.
|What are their key features/ distinguishing characteristics?||“quality is measured by rating scales” (Richardson, 2003)||Checklists are appropriate when the teacher is looking for the presence of specific elements in the product or performance.
All elements are generally weighted the same(Richardson, 2003)
multiple attributes are addressed with a rubric” (Richardson, 2003)
Scores are awarded based on predetermined criteria set forth in the rubric. (Jackson and Larkin, 2002)
|What are important considerations in the construction of a good design?||It must be short and specific. Assessor must clearly explain the difference among the scales, e.g. the difference between seldom and sometimes. When creating numeric rating scales, numbers must be backed up by adjectives.||It must be short and specific.||It has two main parts:
1. criteria and 2. quality of performance or product(Richardson, 2003)
Avoid negative or derogatory and/ or unclear/ vague terms
|How and when are they useful?
|They are useful for activities that are rated overtime.||They are useful for basic tasks done by younger students like those in grade one. Younger students are more likely to understand checklists because they are simple and short.||“A rubric is probably a good choice if there are multiple aspects of the product or process to be considered”(Richardson, 2003)
“Appropriate for those tasks and activities that integrate content from more than one content areas”(Richardson, 2003)
|What are their limitations?||The various gradations may become questionable because rating scales do not state a specific justification why the teacher gave students a particular rate e.g. it is hard to defend why an assessor gave a student a seldom grade when the student believes he/ she should receive an always grade.||Checklists indicate only presence of an attribute .Various gradations in quality are not recognized(Richardson, 2003)
Provide limited information about how to improve performance.
Do not indicate relative quality of performance (CARLA)
|They may provide students with information on what is expected from them but rubrics do not teach students how to improve their work.|
Center for Advanced Research on Language Acquisition retrieved from http://www.carla.umn.edu/assessment/vac/Evaluation/p_3.html
Richardson, Ed. 2003. Scoring Performance Assessments: Checklists, Rating Scales and Rubrics retrieved from: http://www.alabamapepe.com/profdevmodule/scoring/scoring.pdf
Jackson and Larkin, 2002. RUBRIC: Teaching Students to Use Grading Rubrics”, Teaching Exceptional Children, Vol. 35, No. 1, 2002, pp.40-45. Retrieved from http://www.casenex.com/casenex/cecReadings/rubricTeaching.pdf