tools of assessment

2. TOOLS OF ASSESSMENT-
CHECKLIST
THARA.R
NATURAL SCIENCE

3. INTRODUCTION
• Children behave differently on different
occasions.
• Teachers are constantly observing this
behaviour.
• Much of this behaviour, if regularly
recorded, can be of immense value in
evaluation.
• Check list is a device is which can be used
for this purpose.

4. • A check list is a simple tool of evaluation
• It is easy to make,
easy to use, and
yet can be constructed to cover various
aspects of an individuals behavioural
adjustment.
• In preparing a check list ,the teachers must
keep in mind
1. what kinds of behaviour are important to
record
2. what kind of objectives are to be evaluated

5. CHECK LIST

6. • Ordinarily the evaluator using a check list simply
check the presence or absence of each step or
element.
• But some checklist permit a rating of the quality
of the action observed or the characteristics
noted.
• Particularly for skill learning, a check list provide
a sequential order of the performance

7. • Requirements' for the learner so that
appropriate practice can be conducted.
• But most importantly, check list provides the
criteria for a acceptable performance that the
learner must internalize so that constant skill
evaluation can occur during practice.

8. • Eventually skill learner should be able evaluate
their own performance as thoroughly and as
accurately as the instructor
• Good check list are time consuming to
develop ,but they can pay instructional and
assessment dividends in a wide variety of
instructions.

9. • Check list consist of a list of items with a
place to check, or to make yes or no .
• The chief purpose of the check list is to call
attention to various aspects of an object or
situation.

10. • It is a type of questionnaire in the form of a
set of categories for the respondent to check.
• Checklists is especially useful at the primary
level, where much of the classroom
assessment depends on observation rather
than testing.
• Checklists are also useful in assessing those
performance skills that can be divided in to a
series of specific actions.

11. • An example of such a checklist, is shown
below

14. • The following steps summarize the development
of a checklist for assessing a procedure,
consisting of a series of sequential steps.
1. Identify each specific actions desired in the
performance.
2. Add to the list those actions that represent
common errors
3. Arrange the desired actions in the approximate
order in which they are expected to occur.
4. Provide a simple procedure for checking each
action as it occurs

15. RELEVENCE
• The checklists is an important tool in gathering
facts for educational surveys.
• It may also be used as a form for recording in
observational studies of behaviour.
• When use as a sort of scale to yield score.
• It is an instrument often used in educational
appraisal

16. • Studies-of school buildings, property, plan
textbooks, instructional procedures and
outcomes etc.
• There are check-lists designed for possible
economies in a school, the purchase of school
supplies, appraising of the superintendent
report and the organization of high schools.

17. • Check lists are also applied in classroom
instructional activities, the studying of the
working habits of students, the supervision
of classroom instruction and the teacher-
pupil relationships.
• The checklists which were built up the
commonwealth teacher-training study may
be used in a number of ways both for
analysis and for evaluation.

18. ADVANTAGES
• They are easy to use and effective.
• Check list motivate us to take action and
complete tasks.
• By having a check list you can complete
repetitive tasks more quickly and efficiently,
and with fewer mistakes.
• This give more time in the day

19. DISADVANTAGES
• Untrained person might attempt to conduct
inspection.
• The inspection may be subjective.
• Only the presence and absence type questions
can give more importance.