2. INTRODUCTION
Checklists are tools which allow teachers and
students to gather information and to make
judgements about what students know and can do
in relation to the outcomes.
They offer systematic ways of collecting data about
specific behaviours, knowledge and skills.
The quality of information acquired through the use
of checklists is highly dependent on the quality of
the descriptors chosen for assessment.
3. INTRODUCTION
Checklists consist of a set of statements that correspond
to specific criteria the answer to each statement is
either “Yes” or “No”, or “Done” or “Not Done”.
In our personal lives, we constantly use checklists for
things such as grocery shopping, household chores, or
preparing for a vacation.
A student, a group of students or an entire class may
use checklists.
4. PURPOSES
Systematic recording of observations
Self-assessment
To ensure consistency and completeness in carrying out a task
Identify students' instructional needs by presenting a record
of current accomplishments.
To gauge skill development or progress of students and
educators.
To document the development of the skills, strategies,
attitudes, and behaviours that are necessary for effective
learning.
5. NEEDS
To better organize assignments.
To verify most important tasks easily.
To reduce errors.
To ensure consistency and completeness in
working.
To move quickly, be more efficient, and save time.
6. CHARACTERISTICS
It is precise.
It is simple.
It is easy to use.
It eliminate mistakes.
It prevents forgetting something important.
It is used for evaluation of self and others.
It is an instrument of observation.
7. STEPS FOR PREPARATION A
CHECKLIST
1. Use proper format. (Appropriate font size, well
organised, neat in appearance)
2. Take knowledge of all aspects before preparing a
checklist.
3. Categorise the checklist.
4. Avoid making errors. ( No grammatical mistakes,
no point repeated and skipped)
5. Focus on quality not length of the checklist.
8. ADVANTAGES
Easy to construct and use.
Align closely with tasks.
Effective for self and peer assessment.
Make learners aware of task requirements, allowing
them to self-monitor progress.
Useful for sharing information with parents and other
stakeholders.
Save time.
9. DISADVANTAGES
Provide limited information about how to improve
performance.
Do not indicate relative quality of performance.
It assures only presence or absence of behaviour.
Its usefulness is limited.
