Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
MAJOR 20 – TEACHING AND ASSESSMENT OF MACRO SKILLS

VI. ASSESSMENT STRATEGIES AND TOOLS: CHECKLISTS, RATING SCALES AND

RUBRICS

Checklists, rating scales and rubrics are tools that state specific criteria and allow teachers and
students to gather information and to make judgments about what students know and can do in
relation to the outcomes. They offer systematic ways of collecting data about specific behaviors,
knowledge and skills.

The quality of information acquired through the use of checklists, rating scales and rubrics is highly
dependent on the quality of the descriptors chosen for assessment. Their benefit is also dependent
on students’ direct involvement in the assessment and understanding of the feedback provided.

The purpose of checklists, rating scales and rubrics is to:

 provide tools for systematic recording of observations

 provide tools for self-assessment
 provide samples of criteria for students prior to collecting and evaluating data on their work
 record the development of specific skills, strategies, attitudes and behaviours necessary for
demonstrating learning
 clarify students' instructional needs by presenting a record of current accomplishments

Tips for Developing Checklists, Rating Scales and Rubrics

1. Use checklists, rating scales and rubrics in relation to outcomes and standards.
2. Use simple formats that can be understood by students and that will communicate information
about student learning to parents.
3. Ensure that the characteristics and descriptors listed are clear, specific and observable.
4. Encourage students to assist with constructing appropriate criteria. For example, what are the
descriptors that demonstrate levels of performance in problem solving?
5. Ensure that checklists, rating scales and rubrics are dated to track progress over time.
6. Leave space to record anecdotal notes or comments.
7. Use generic templates that become familiar to students and to which various descriptors can be
added quickly, depending on the outcome(s) being assessed.
8. Provide guidance to students to use and create their own checklists, rating scales and rubrics
for self-assessment purposes and as guidelines for goal setting.
Checklists usually offer a yes/no format in relation to student demonstration of specific criteria.
This is similar to a light switch; the light is either on or off. They may be used to record
observations of an individual, a group or a whole class.

Rating Scales allow teachers to indicate the degree or frequency of the behaviors, skills and
strategies displayed by the learner. To continue the light switch analogy, a rating scale is like a
dimmer switch that provides for a range of performance levels. Rating scales state the criteria and
provide three or four response selections to describe the quality or frequency of student work.

Teachers can use rating scales to record observations and students can use them as self-assessment
tools. Teaching students to use descriptive words, such as always, usually, sometimes and never
Teaching and Assessment of Macro Skills 59
helps them pinpoint specific strengths and needs. Rating scales also give students information for
setting goals and improving performance. In a rating scale, the descriptive word is more important
than the related number. The more precise and descriptive the words for each scale point, the more
reliable the tool.

Effective rating scales use descriptors with clearly understood measures, such as frequency. Scales
that rely on subjective descriptors of quality, such as fair, good or excellent, are less effective
because the single adjective does not contain enough information on what criteria are indicated at
each of these points on the scale.

Added value

Increase the assessment value of a checklist or rating scale by adding two or three additional steps
that give students an opportunity to identify skills they would like to improve or the skill they feel is
most important. For example:

 put a star beside the skill you think is the most important for encouraging others
 circle the skill you would most like to improve
 underline the skill that is the most challenging for you

Rubrics use a set of criteria to evaluate a student's performance. They consist of a fixed
measurement scale and detailed description of the characteristics for each level of performance.
These descriptions focus on the quality of the product or performance and not the quantity; e.g., not
number of paragraphs, examples to support an idea, spelling errors. Rubrics are commonly used to
evaluate student performance with the intention of including the result in a grade for reporting
purposes. Rubrics can increase the consistency and reliability of scoring.

Rubrics use a set of specific criteria to evaluate student performance. They may be used to assess
individuals or groups and, as with rating scales, may be compared over time.

Developing Rubrics and Scoring Criteria

Rubrics are increasingly recognized as a way to both effectively assess student learning and
communicate expectations directly, clearly and concisely to students. The inclusion of rubrics in a
teaching resource provides opportunities to consider what demonstrations of learning look like, and
to describe stages in the development and growth of knowledge, understandings and skills. To be
most effective, rubrics should allow students to see the progression of mastery in the development
of understandings and skills.

Rubrics should be constructed with input from students whenever possible. A good start is to define
what quality work looks like based on the learning outcomes. Exemplars of achievement need to be
used to demonstrate to students what an excellent or acceptable performance is. This provides a
collection of quality work for students to use as reference points. Once the standard is established, it
is easy to define what exemplary levels and less-than-satisfactory levels of performance look like.
The best rubrics have three to five descriptive levels to allow for discrimination in the evaluation of
the product or task. Rubrics may be used for summative purposes to gauge marks by assigning a
score to each of the various levels.

When developing a rubric, consider the following:

 What are the specific outcomes in the task?

Teaching and Assessment of Macro Skills 60

 Do the students have some experience with this or a similar task?
 What does an excellent performance look like? What are the qualities that distinguish an
excellent response from other levels?
 What do other responses along the performance quality continuum look like?
 Is each description qualitatively different from the others? Are there an equal number of
descriptors at each level of quality? Are the differences clear and understandable to students and
others?

Begin by developing criteria to describe the Acceptable level. Then use Bloom's taxonomy to
identify differentiating criteria as you move up the scale. The criteria should not go beyond the
original performance task, but reflect higher order thinking skills that students could demonstrate
within the parameters of the initial task.

When developing the scoring criteria and quality levels of a rubric, consider the following
guidelines.

 Level 4 is the Standard of excellence level. Descriptions should indicate that all aspects of work
exceed grade level expectations and show exemplary performance or understanding. This is a
"Wow!"
 Level 3 is the Approaching standard of excellence level. Descriptions should indicate some
aspects of work that exceed grade level expectations and demonstrate solid performance or
understanding. This is a "Yes!"
 Level 2 is the Meets acceptable standard. This level should indicate minimal competencies
acceptable to meet grade level expectations. Performance and understanding are emerging or
developing but there are some errors and mastery is not thorough. This is a "On the right track,
but …".
 Level 1 Does not yet meet acceptable standard. This level indicates what is not adequate for
grade level expectations and indicates that the student has serious errors, omissions or
misconceptions. This is a "No, but …". The teacher needs to make decisions about appropriate
intervention to help the student improve.

Creating Rubrics with Students

Learning increases when students are actively involved in the assessment process. Students do
better when they know the goal, see models and know how their performance compares to learning
outcomes.

Learning outcomes are clarified when students assist in describing the criteria used to evaluate
performance. Use brainstorming and discussion to help students analyze what each level looks like.
Use student-friendly language and encourage students to identify descriptors that are meaningful to
them. For example, a Grade 3 class might describe levels of quality with phrases such as the
following.

 Super!
 Going beyond
 Meets the mark
 Needs more work

Use work samples to help students practice and analyze specific criteria for developing a critical
elements list. They can also use samples to practice assigning performance levels and compare
criteria from level to level.

Teaching and Assessment of Macro Skills 61

 Although rubrics are often used as assessment of learning tools, they can also be used as assessment
for learning tools. Students can benefit from using rubrics as they become more competent at
judging the quality of their work and examining their own progress.
Example:

 Involve students in the assessment process by having them participate in the creation of a
rubric. This process facilitates a deeper understanding of the intended outcomes and the
associated assessment criteria.
 After a rubric has been created, students can use it to guide their learning. Criteria described
in a rubric serve to focus student reflection on their work and facilitate the setting of
learning goals for a particular performance assessment. Through self-assessment or peer-
assessment, students can use a rubric to assess work completed to date and use it to guide
their planning for the "next steps" in learning.

Keep in Mind:
Qualitative methods of assessment are ways of gathering information that yield results
that can't easily be measured by or translated into numbers. They are often used when you need the
subtleties behind the numbers – the feelings, small actions, or pieces of community history that affect
the current situation.
Using qualitative assessment methods rather than purely data-based information is
crucial to understanding many community issues and needs. Numbers work well to show
comparisons, progress, a statistics of community efforts, but they cannot express motives, opinions,
feelings, or relationships. This section discusses how to use qualitative assessment methods and when
to implement them into community planning.

Reference:

Go, M. B., and Posecion, O. T., (2010). Language and Literature Assessment. LORIMAR Publishing,
Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila, Philippines.

Teaching and Assessment of Macro Skills 62

 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

Name: _____________________________________________ Date: __________________

Course & Year: ______________________________________ Rating: _________________

Weekly Exam 5 – Testing Knowledge

I. Instruction: Carefully read each statement below. Write “True” on the space provided if the
statement is correct, otherwise do not write “False” but underline the word(s) or phrase(s) that
make(s) the statement incorrect.

_________ 1. Assessments are tools that state specific criteria and allow teachers and students to
gather information and to make judgments about what students know and can do in
relation to the outcomes.
_________ 2. Checklists clarify students’ instructional needs by presenting a record of current
accomplishments.
_________ 3. Rating scales provide allowance to students for self-assessment.
_________ 4. Questionnaires provide samples of criteria for students prior to collecting and
evaluating data on their work.
_________ 5. In any assessment tool, there should be a space for the anecdotal notes or comments.
_________ 6. Rating Scales usually offer a yes/no format in relation to student demonstration of
specific criteria.
_________ 7. Checklists allow teachers to indicate the degree or frequency of the behaviors, skills
and strategies displayed by the learner.
_________ 8. In a rating scale, the descriptive word is more important than the related number.
_________ 9. The more precise and descriptive the words for each scale point, the more reliable
the tool.
10. Rubrics are commonly used to evaluate student performance with the intention of
including the result in a grade for reporting purposes.
11. The best rubrics have three to five descriptive levels to allow for discrimination in
the evaluation of the product or task.
12. In making checklists, the criteria should not go beyond the original performance
task, but reflect higher order thinking skills that students could demonstrate within
the parameters of the initial task.
13. Criteria described in a rubric serve to focus student reflection on their work and
facilitate the setting of learning goals for a particular performance assessment.
14. Students do not necessarily become better when they know the goal, see models and
know how their performance compares to learning outcomes.

II. Instruction: Read and answer the following questions based on your objective insights and critical
understanding.
1. As teachers, why do we have to create rubrics, checklists or rating scales if we intend to assess
certain skills in our students? What purpose do these assessment tools serve in the teaching-
learning process?
2. What do you think is the most appropriate tool to use when assessing: (a) listening; (b) reading;
(3) speaking and; (4) writing?

Teaching and Assessment of Macro Skills 63

 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

Name: _____________________________________________ Date: __________________

Course & Year: ______________________________________ Rating: _________________

Activity 5 – Constructing Assessment Tools for Listening and Reading Skills

Instruction: Using your learning from the weekly lesson, construct four performance-based assessment
activities and tools, two in assessing listening skills and another two in assessing reading skills.
Consider the following in making your assessment tools:

A. Performance-based Assessment in Listening/ Reading

1. The type of performance-based assessment should be based on the grade and quarter pre-
assigned by your course facilitator.
2. Think of a performance/activities that your students can do in order for you to assess their
listening/ reading skills. You can consider the previous lessons’ input as well in designing
your tool.
3. State the purpose of assessment and the specific listening/ reading skills you intend to assess.
4. Describe how this should be done by the students
5. The performance-based assessment should be provided with rubrics.

Follow this format for your output:

Grade Level:
Quarter:
Assessment type:
Assessment Purpose/ Skill to be assessed:

Assessment Description:

(Assessment Tool)

Teaching and Assessment of Macro Skills 64