This document discusses different types of scoring tools used to evaluate performance-based assessments, including checklists, rating scales, and rubrics. It defines each tool, provides examples, and outlines their advantages and limitations. Guidelines are provided for constructing effective rubrics, including involving students and using clear, specific criteria aligned to learning outcomes. The key scoring tools - checklists, rating scales, and analytic and holistic rubrics - are compared.

1. Unit 3
Measuring Complex
Achievement:
Performance-Based
Assessments
EMIST PROGRAM
ASSESSMENT &
EVALUATION

2. Agenda
• In this unit, you will:
learn more about the two
performance-based tests.
identify the advantages
and limitations for each
Learn about the
construction of
Performance tasks
Learn about performance
Criteria
Learn about rubrics &
Scoring
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3. Topic Three
SCORING
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4. Objectives
By the end of this topic, you
should be able to:
1. Define checklists, rating
scales and rubrics;
2. List the types of rating scales
and rubrics;
3. List the advantages and
disadvantages of rating scales
and rubrics;
4. Compare checklists, rating
scales and rubrics; and
5. Construct any of the two
instruments.
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5. Group Activity1: 5 min
Check quickly pages 271-275 of the
booklet to find out the scoring tools
used to rate performance tasks.
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6. Introduction
• Checklists, rating scales and rubrics are tools that state specific
criteria and allow teachers and students to gather information and to
make judgements about what students know and can do in relation
to the outcomes.
• 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.
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7. Group Activity 2: 5 min
Go to the scoring tools folder. You will
find a sample of a rubric, a checklist,
and a rating scale.
Determine which is which.
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8. Checklists
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.
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9. Checklists
Advantages
(a) Easy to Use
(b) A Method for Assessing Individual Children
(c) Provide Visual Images
(d) Flexibility
(e) updated easily
Limitations
• Not Indicators of Child Performance
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10. Rating Scales
Unlike checklists that document the existence or non-existence of traits or skills, rating scales are used to describe
the degree to which those behaviours or traits are believed to be present in the individual (Gullo, 2005)
Rating Scales allow teachers to indicate the degree or frequency of the behaviours, skills and strategies
displayed by the learner. A rating scale 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 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.
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11. Rating Scales
Advantages
(a) Can Capture Behaviours other
Measurements Cannot Capture
(b) Quick to Complete
(d) Easy to Develop
(e) Useful in Assessing the Children’s
Progress
Limitations
• (a) Highly Subjective
• (b) Ambiguity of Descriptors
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12. Rating Scales Types
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Numerical Rating Scale Graphic Rating Scale
There are many types of rating scales but the ones that are used most frequently
are the numerical rating scale and the graphic rating scale.

13. Numerical Rating Scale
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14. Graphic Rating Scale
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15. Rubrics
Rubrics are similar to rating scales because they are also qualitative instruments. However, unlike other
classroom assessment strategies, rubrics can be used to assess students’ progress as well as score
students’work (Wortham, 2008).
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 may be compared over time.
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16. Rubrics
Advantages
(a) Can Lead to Objectivity
(b) Flexibility
(c) Adaptable
(d) Can be Used by Teacher and
Student
(e) Can be Translated into Grades
Limitations
(a) New Teachers May Have
Difficulty Developing the
Criteria
(b) Teachers may Focus on
Quantity
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17. Tips for Constructing Rubrics
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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.

18. Group Activity 3: 5 min
Go to the rubric folder and decide
which is a holistic rubric and which is
an analytical rubric.
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19. Analytical vs Holistic Rubrics
Analytic rubrics are more
specific than holistic rubrics and
more suitable for diagnostic
purposes as well as grading
purposes.
Holistic rubrics lack validity and
reliability because the
descriptors for the holistic rubric
can be too general and lack
specificity (Wortham, 2008).
Thus, it is important to use the
analytic rubric if the purpose for
the rubric is assessment and
scoring rather than the overly
general holistic rubric.
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20. Holistic Rubrics
The holistic rubric is used when making general judgments about
performance.
According to Wortham (2008), „this type of rubrics assigns a single
score to the student’s overall performance. These rubrics usually have
competency labels that define the level of performance. A number of
indicators describe the quality of work or performance at each level.
The example of holistic rubric in Rubric 1 has four levels of competence
– from inexperienced writer to mature writer.
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21. Analytical Rubrics
An analytic rubric is used when the task is broken down to various necessary parts.
The example of analytic rubric in Rubric 2 is about tackling the student work from three
dimensions, namely the students’ understanding of the problem, the procedures taken by
the students to solve the problem and the outcome that the students arrived at.
Each of the dimensions has descriptors and each of the descriptors have a numerical scale.
Following this rubric would lead the teacher to arrive at the score for each of the students
and can also help the teacher to give necessary feedback to the students.
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22. Creating Rubrics with Students (1/2)
• 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.
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23. Creating Rubrics with Students (2/2)
• Use work samples to help students practise and analyze specific
criteria for developing a critical elements list. They can also use
samples to practise assigning performance levels and compare criteria
from level to level.
• 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.
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24. 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.
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25. Summary
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A checklist is an instrument for recording and examining sequenced
series of behaviour that are related to educational developmental goals.
Except for the modality of measurement, rating scales and checklists
are similar.
There are mainly two types of rating scales, namely numerical rating
scales and graphical rating scales.
The main two types of rubrics are holistic and analytic rubrics.