This document discusses checklists, which are tools used to monitor skills, behaviors, or concepts. Checklists reduce human error by providing a structured format to assess completion of tasks. They typically use a yes/no format to indicate if criteria have been demonstrated. Checklists itemize tasks and provide space to mark their completion to ensure consistency. They are used for observations of individuals, groups, or whole classes and can focus on skills, behaviors, concepts, procedures, or activities. The document outlines best practices for constructing effective checklists, such as highlighting critical tasks and providing clear wording.

1. Checklist
Jammu University
2 Year B.Ed.
Paper 202
Sem: II
Dr. Atul Thakur
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International
License.

2. Checklist
Observation checklist: A strategy to monitor
specific skills, behaviors, or dispositions of
individual students or all the students in the
class.
A checklist is a type of informational aid used to
reduce failure by compensating for potential
limits of human memory and attention.
A checklist is a tool for identifying the presence
or absence of conceptual knowledge, skills, or
behaviours.
Checklists only indicate if a student can
accomplish the listed objectives.

3. Checklists usually offer a yes/no format in
relation to student demonstration of specific
criteria.
Checklists are used for identifying whether key
tasks in a procedure, process, or activity have
been completed.
A checklist itemizes task descriptions in one
column and provides a space beside each item in
a second column to check off the completion of
the task.
It helps to ensure consistency and completeness
in carrying out a task.

4. Nothing is included about the quality of
performance.
They may be used to record observations of
an individual, a group or a whole class.
The tasks may be a sequence of steps or
include items to verify that the correct
sequence was followed.

5. Format of checklist:
Checklists are often presented as lists with
small checkboxes down the left hand/right
side of the page.
A small tick or checkmark is drawn in the box
after the item has been completed.

6. Characteristics of checklists
Checklists should:
 have criteria for success based on expected
outcomes
 be short enough to be practical (e.g., one sheet
of paper)
 have tasks chunked into logical sections or
flow from start to finish
 highlight critical tasks
• have sign-off points that prevent students
from proceeding without approval, if needed

7. • be written with clear, detailed wording to
minimize the risk of misinterpretation
• have space for other information such as the
student’s name, date, course, examiner, and
overall result
• be reviewed by other instructors

8. Uses of Checklists
contain a list of behaviors or specific steps,
which can be marked as Present/Absent,
Complete/Incomplete, Yes /No, etc.
a teacher can use a checklist to observe the
students.
students use checklists to ensure that they
have completed all of the steps and
considered all of the possibilities.

9. help to provide structure for students when
you want to note the completion of a task, but
do not need to assign a rating scale.
can be created in word processors,
spreadsheets
Use observation checklists for: Formative
assessments by focusing on specific
behaviors, thinking, social skills, writing
skills, speaking skills.