Center for Learning and Development
Assessment - Measurement Tools
Checklists
Checklists are also used to highlight learner performance. They are designed to align with prescribed tasks and ensure learners are aware of task requirements. Checklists serve to outline the necessary components of a given task and can be useful for sharing performance information with stakeholders. Less informative than rubrics, they typically do not indicate the relative quality of performance. Checklists can be used for instructional and assessment purposes to:
- Provide a series of steps or requirements to be completed in order to perform a task – Sample Checklist for Medical Residents
- Record observed performance of a task – Sample Clinical Performance Exam Checklist
- Evaluate self progress in the form of self assessment or reflection – Sample Self-assessment Tool for Hospitals and Other Medical Institutions
- Track progress over time, e.g. as used within a portfolio, journal, or blog – Sample Learning Portfolio Checklist
- The effect of a checklist on medical students’ exposures to practical skills
- Performance Assessment in Medical Education
- Objective structured assessment of technical skill (OSATS) for surgical residents
- Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OSCE-format examination
Rubric
A rubric is a scoring tool used to identify levels of performance on a specific task. Each rubric contains levels which apply to specific indicators for each strategy. For each indicator, there is a brief written description of the different levels of performance based on performance criteria. Raters use descriptions to determine the level of accomplishment on each indicator, e.g.: “Emerging”, “Developing”, and “Accomplished”.
Rubrics are used to:
- Define quality within the area being rated
- Articulate same target goals for improvement for everyone (consistency)
- Track change or improvement over time
- Provide a common set of definitions across all outcomes
- Lead self assessment and planning
Types of Rubrics
The most commonly used types of rubrics are analytic and holistic. An analytic rubric targets more than one content area. It is used to identify and assess components of a finished product and consider the separate evaluation of multiple factors.
| Template for Analytic Rubrics | |||||
| Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score | |
| Criteria #1 | Description reflecting beginning level of performance | Description reflecting movement toward mastery level of performance | Description reflecting achievement of mastery level of performance | Description reflecting highest level of performance | |
| Criteria #2 | Description reflecting beginning level of performance | Description reflecting movement toward mastery level of performance | Description reflecting achievement of mastery level of performance | Description reflecting highest level of performance | |
| Criteria #3 | Description reflecting beginning level of performance | Description reflecting movement toward mastery level of performance | Description reflecting achievement of mastery level of performance | Description reflecting highest level of performance | |
| Criteria #4 | Description reflecting beginning level of performance | Description reflecting movement toward mastery level of performance | Description reflecting achievement of mastery level of performance | Description reflecting highest level of performance | |
A holistic rubric targets one area and is used to assess student work as a whole. It is also used to identify and assess components of a finished product, but considers the evaluation of multiple factors in each level.
Template for Holistic Rubrics |
|
|
Score |
Description |
|
5 |
Demonstrates complete understanding of the problem. |
|
4 |
Demonstrates considerable understanding of the problem. |
|
3 |
Demonstrates partial understanding of the problem. |
|
2 |
Demonstrates little understanding of the problem. |
|
1 |
Demonstrates no understanding of the problem. |
|
0 |
No response/task not attempted. |
References
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved October 12, 2010 from http://PAREonline.net/getvn.asp?v=7&n=25.
Survey
|
A survey is an instrument used to collect information from people about their characteristics, behaviors, attitudes, or perceptions. Surveys typically use numeric or descriptive rating scales.
Survey research pertains to sampling a population of people to answer a series of questions. A questionnaire is designed so that it gathers the information about the research question/s. A pilot run is introduced to employ consistent (reliable) and accurate (valid) testing. The validity and reliability of an instrument proves whether it measures what it is intended to measure. Once the responses are obtained, analysis of the data provide insight into the sampled populous and seek to identify relationships or trends among responses. Generalization of the results to the population who was surveyed can then be obtained. Modifications made to the instrument are based on the results and feedback generated by the pilot. After revision, the survey can then be launched to its intended global audience. A step-by-step guide to constructing survey tools can be found at: Automated Survey Builders |
This page last updated Feb 21, 2011
