CHECKLIST

Checklists are list of items or performances indicators requiring dichotomous responses such
as satisfactory or unsatisfactory, pass or fail, yes or no, present or absent etc.

Grounlund (2005) describes a checklist as an inventory of measurable performance

dimension of products with a place to record a simple yes or no judgement.

A checklist is a grouping of items by which something may be confirmed or verified .It

can be called as a behavioural inventory. It is basically a method of recording whether a
particular attribute is present or absent or whether an action had or had not taken place. It
consists of listing of steps, activities or behaviour which the observer records when an
individual occurs. The educational and instructional objectives should be kept in mind when
preparing and using a checklist.

Characteristics of checklist
Observe one respondent at one time.
Clearly specify the characteristics of behaviour to be observed.
Use only carefully prepared checklist to avoid more complex traits.
The observer should be trained how to observe, what to observe, and how to
record the observed behaviour.
Use checklist only when you are interested in calculating, a particular
characteristics.
Construction of Checklists

While constructing or preparing checklists following points to be kept in mind:

Express each item in clear, simple language.,

Avoid lifting statements verbatim from the text.
Avoid negative statements wherever possible.
Review the items independently.
Utilization of Checklists
Use checklist only when you are interested in ascertaining whether a particular
trait or characteristics is present or absent.
Use only carefully prepared checklist for more complex kind of trait.
Observe only one student at a time and confine your observation to the points
specified in the checklists
Have separate checklist for each student.

31
 The observer must be trained, how to observe, what to observe and how to
record the observed behaviour. To make a valid judgement he should omit
recording those behaviours for which he has insufficient information.
Checklist requires the observer to judge whether certain behaviour of student
and clinical practice has been taken place. They can be used most effectively
when components of clinical performance can be specified .It is possible for
the observer to simply note whether the prescribed behaviour has taken places
or not. The actual physical, psychomotor skills involved can be jointly
precisely stated.
Merits of Checklists.
Short and easy to assess and record.
Useful for evaluation of specific well-defined behaviours and are commonly
used in the clinical simulated laboratory setting
They can be used for both process and procedure evaluation.
They are adaptable to most subject matter areas.
They allow inter individual comparisons to be made on common set of traits
or characteristics.

The checking process implies that standards and criteria are available for gauging items. The
inspection procedure requires scrutiny of behaviour under investigation. Check lists are most
useful for determining the status of tangible items ,such as inventory and maintenance of
equipment and supplies .They have the advantage that items to be observed can be
determined in advance and will be the same criteria used in each situation. But there is no
guarantee however, that the observed behaviour is a persistent one and that the procedure will
provide a representative picture of the individual being evaluated.

It is recommended that only significant behaviours essential for a successful performance

is included on the checklist.

Limitations
Does not indicate the quality of performance .Only a limited component can be
assessed.
Only the presence or absence of an attribute, behaviour or performance parameter
may be assessed. However, degree of accuracy of performance cannot be assessed.

31
 It has a limited use in qualitative research studies.

RATING SCALE
Rating means the judgement of one person by another. A rating scale is a method by which
we systemize the expression of opinion concerning a trait. Rating scale is a common
evaluation tool used in describing observed skills and performance. More than noting the
presence or absence of a behaviour to a point on a continuum and also involves judgements
regarding quantitative and qualitative abilities. In simple words, it consists of a set of
characteristics or qualities to be judged and a scale for indicating the degree up to which the
particular attribute is present.

A rating scale can be defined as a standardized method of recording, interpretation of

behaviour, which is totally based on observation, strictly in line with the educational
objectives.

A rating scale is a device used to evaluate situations or characteristics that can occur or be
present in varying degrees, rather than merely be present or absent as in the instrument so
designed as to facilitate appraisal of a number of traits characteristics by reference to a
common quantitative scale of values.

Rating scales resembles checklists but are used when finer discriminations are required.
Instead of merely indicating the presence or absence of a trait or characteristic, it enables us
to indicate the degree to which a trait is present. Rating scale provides systematic procedure
of obtaining. Recording and reporting to the observer judgement. That may be filled out
while the observation is made, immediately after the observation is made or as often in the
case, long after the observation.

Rating scale consists of a set of characteristics or qualities to be judged and some type of
scale for indicating the degree to which an attribute is present.

Types of Rating Scales

Various types of rating scales that are commonly used are:

Descriptive rating scales

Graphic rating scales

31
 Numerical rating scales
Behaviourally anchored rating scale.

Descriptive Rating Scales

These types of rating scales use descriptive phrases to identify the points on a graphic scale.
The descriptions are brief details that convey in behavioural terms for each trait (how pupils
behave at different steps along then scale).The rater selects the one most applicable to the
person. A space for comment is also frequently provided to enable the rater to clarify the
rating or ton record behaviour al incidents pertinent to the rating. For example,

Observation of working hours

Usually late sometimes late usually on time

Completion of work assignments

Usually late sometimes late usually on time

The descriptions may take the form of:

Abstract labels such as A,B,C,D,and E

Frequency labels such as always, usually, frequently, sometimes, never.
Qualitative labels-superior, above average, average, below average.

Graphic Rating Scales

The rater indicates the performers standing in respect to each trait by placing a check mark at
an appropriate point along the line. In this, each line is followed by a horizontal line. The
rating is made by placing a tick on the line. A set of categories identify specific position along

31
the line, but the rater can also click between these points. Here the degree of each character is
arranged so that the rater can make as fine distinctions as he wishes to make.

Numerical Rating Scales

In this the extent or degree to which a particular attribute is present in an individual is

indicated by numbers. The observer puts a tick or circle on the number to which the student
possess that attribute. Each number is given a verbal description that remains constant for a
particular character. It includes numbers against which a list of behaviours is evaluated. This
is not a very reliable tool because of the in consistent value attributed to the number. It can be
partially overcome by adding a few quantitative terms. For examples,

Ability to get along with others 1 2 3 4 5

Punctuality 1 2 3 4 5
Clinical performance 1 2 3 4 5
Communication skill 1 2 3 4 5
1=Never

2=Sometimes

3=about half the time

4=Usually

5=Always

OR

5=Outstanding

4=above average

3=Average

2=below average

1=Dissatisfactory.

The numerical rating scale is useful when the characteristics or qualities to be rated can be
classified in to a limited number of categories and when there is a general agreement
concerning the category represented by each number.

31
Behaviourally Anchored Rating Scales

BARS is an acronym for behaviourally anchored rating scales, sometimes known as BES,
behavioural expectation scales. BARS evaluates behaviour relevant to specific demands of
the job and provides examples of specific job behaviours corresponding to good, average and
poor performances. This reduces the amount of personal judgement needed by the rater.
Separate BARS are needed for each job. BOS as an acronym for Behavioural Observation
Scales. This system capitalizes on some of the strengths of BARS while avoiding some of the
disadvantages. The evaluator lists a number of critical incidents for each performance
dimension and rates the extent to which the behaviour has been observed on a five point scale
ranging from almost never to almost always.

Punctual Almost never 1 2 3 4 5 Almost always

Gets along well with Almost never 1 2 3 4 5 Almost always
others

Principles in preparing Rating Scales

Rating scales should directly relate to learning objectives.
They need to be confined to performance areas that can be observed.
Three to seven rating positions may need to be provided.
The scale may be made more objective, valid and reliable by getting a pooled rating
from more than one observer.
All rates should be oriented to the specific scale as well as the process of rating in
general.
As errors are common due to subjective judgement made by the observer, rater
should be conscious enough to avoid them.
A rating scale provides the instructor with a convenient form on which to record
judgements indicating the degree of student performance. This differs from a
checklist in that it allows for more discrimination in judging behaviours as compared
with dichotomous Yes or No options.
Characteristics of rating scale
Rating scales are value judgement about attributes of one person by another person.
These scales are generally developed to make quantitative judgements about
qualitative attributes.
Rating scale provides more flexibility to judge the level of performance or presence of
attributes among subjects.

31
 Guilford (1954) identified that a rating scales must have following basic
characteristics, which must be taken care of while construction a rating scale.
Clarity- Rating scale must be constructed using short, concise statements in
simple and unambiguous language.
Relevance- The statements designed in rating scale should be relevant to the
phenomenon and it should be exactly in accordance with the variable under
study.
Variety- While developing a rating scale, monotony in the statements must
be avoided and a variety in different statement must be ensured.
Objectivity statements in the rating scale must be objective in nature, so
that it is convenient for the researcher to judge the attributes or performance
of the subjects under study.
Uniqueness- each statement constructed in rating scale must be unique in
itself, so that attributes can be judged appropriately.
Advantages of Rating Scales
Rating scales are easy to administer and score.
They can be used for large number of students.
They have a wide range of application.
They give a clear feedback to the students.
They are used to evaluate skills, product outcomes, activities, interests, attitudes and
personal characteristics.
It is used to observe and record qualitative and quantitative judgements about
observed performance.
They tend to be adaptable and flexible.
They are efficient and economical in the use of time.
They can help to reduce the subjectivity and unreliability that are usually associated
with the observation method.
It will direct observation toward specific aspects of behaviour.
It will provide a common frame of reference for comparing all pupils on the same set
of characteristics.
It will provide a convenient method for recording the observers judgments.
Disadvantages of Rating Scales
However, be careful, a degree of subjectivity is inevitable while using the rating
scales.
Misuse can result in decrease in objectivity.

31
31