This document discusses rating scales, which are a form of assessment that assigns quality levels to elements of a process or product. It describes the principles and types of rating scales, including their advantages of providing structured, standardized evaluations that can easily be compared. However, it also notes disadvantages such as ambiguity in interpretation and rater bias. The document provides examples of different rating scale formats and guidelines for developing clear, observable characteristics to evaluate performance outcomes.

1. Introduction to Rating Scale
Principles of Effective Rating
Types of Rating Scale
Advantages and Disadvantages of Rating Scale

2. It is the second form of assessment. It offers
ways to attach quality to various elements of the
process or product.
Performances is not only applicable for Science
subjects, MAPE or PEHM, HELE or THE subjects.
Process or product refers to student's performance
or the behaviors shown while doing the product itself.
Rating scales consists of a set of characteristics
or qualities to be judged and some type of scale for
indicating the degree to which each attribute is
present.

3. Characteristics should be educationally significant.
it must be in harmony with the desired learning outcomes of the
school. In constructing a rating scale the best guide in determining
what characteristics is most significant is the list of learning outcomes.
Do not assign characteristics that are not related to the learning
outcomes.
Characteristics should be directly observable.
the characteristics should be limited to those that occur in a
classroom situation so that they can be observed. They should also be
visible to an observer like participating in class discussions and clear
enunciation. Interest in opposite sex and feeling in inferiority is not an
example of this.

4. Characteristics and points on the scale should be clearly defined.
The use of general and vague characteristics should be avoided.
Brief descriptions instead must be used for clarity of meaning and
fuller understanding is obtained if each characteristics being rated.
Raters should be instructed to omit ratings where they feel
unqualified to judge.
It is better to permit the rater to omit characteristics that are unable
to judge. Some rating forms provide a place to check “unable to
observe” for each characteristic. Others provide a space for comments
after each characteristic, where it is possible either to justify the rating
given or to note the reason for not making a rating.

5. Ratings from several observers should be combined, wherever
possible.
When possible, if there are several raters, the scores must be
combined to provide a more reliable description of a pupil’s behavior.
Limit the number of points in a scale.
There is no advantage if we indicate several points in a rating scale
like a seven – point scale. In areas permitting only crude judgments,
only fewer scales positions are needed.

6. .
Each characteristics is followed
by a horizontal line. The rating is
made by placing a check or “X”
mark on the line.

7. .
Directions: Indicate the degree to which this pupil contributes to class
discussions by placing an “X” anywhere along the horizontal line under
each item.
1. To what extent does the pupil participate in discussion?
2. To what extent are the comments related to the topic under discussion?
Never Seldom Occasionally Always
Frequently
Never Seldom Occasionally Always
Frequently

8. .
The rater checks or circles a
number to indicate the degree to
which a characteristic is present.
Each of a series of numbers is given
a verbal description.

9. Directions: Indicate the degree to which this pupil contributes to class
discussion by encircling the appropriate number. The numbers represent
the following values: 5 – Outstanding, 4 – Above Average, 3 – Average,
2 – Below Average and 1 – Unsatisfactory.
1. To what extent does the pupil participate in discussion?
2. To what extent are the comments related to the topic under discussion?
.

10. It uses descriptive phrases to
identify the points on a graphic
scale. A descriptive phrase is placed
beneath each designated point. A
space for comments are also
provided.

11. Directions: Make your ratings on each of the following characteristics by
placing an “X” anywhere along the horizontal line, under each item. In
the space for comments, include anything that helps clarify your rating.
1. To what extent does the pupil participate in discussions?
Comment:
Never
participates;
quiet and
passive
Participates
as much as
other group
members
Participates
more than
any other
group
member

12. Directions: Make your ratings on each of the following characteristics by
placing an “X” anywhere along the horizontal line, under each item. In the
space for comments, include anything that helps clarify your rating
2. To what extent are the comments related to the topic under discussion?
Comment:
Comments
ramble,
distract from
topic
Comments
usually
pertinent,
occasionally
wanders
from topic
Comments
are always
related to
topic

13. Give more insights on how well/often the child performed each task.
Evaluate performance that not readily measure by testing.
Structured and standardized.
Easily compared.
Encourages equality in treatment.
Impose standard measure of performance.
Easy to use and understand.
Economical in cost and time.
Reduce rater bias and subjectivity. Click me to view the next slide…

14. Ambiguity – different raters interpret rating terms in different ways
Leniency – rate or evaluate favorably those whom they know well
higher than they should
Central Tendency – reluctance to give extreme ratings
Halo – Look at the overall total performance
Logical – give similar ratings to traits that seem to be logically
related in the mind of the rater
Contrast – evaluate in a direction opposite of themselves.
“Considering that I am a very well – organized individual, no one
can be well – organized as I am.
Proximity - nearness in time or location on a rating form. Traits to
be rated on the same page tend to correlate higher than if they are
rated on different pages