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Teachers may have trouble determining assessment or scoring criteria. A common mistake is to inappropriately focus on the quantity of the characteristics found rather than the indicators of quality work. The descriptors of a holistic Rubric can be too general and lack specificity.

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Rating scales are subjective, common problems are rater error and bias. They tell little about the causes of behavior. The rating can be subject to the teachers impressions of the child and may not reflect their actual progress.

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Checklists can be time consuming with trying to keep records current and may reduce time spent with children. Having too many checklists can be frustrating and overwhelming for assessment and record keeping to some teachers. Checklists do not indicate how well a child performs. A checklist is not a self assessment tool.

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They provide guidelines for quality work or performance. They are adaptable and can be easily modified and changed. They can be used by both teacher and student. They can be translated into grades.

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Can be used for behaviors not easily measured. Descriptors remain consistent on some Rating Scales. They can be easy to design for teachers.

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Checklists are easy to use. They are flexible and can be used with many assessment strategies. Developmental checklists can help parents at home to give them an idea of how to support their Childs development.

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Descriptive categories rated from one to five like a report card.

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A scale using categories that allow the observer to indicate the degree of a characteristic that the person possesses.

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A sequence or hierarchy of concepts and/or skills organized in a format that can be used to plan instruction and keep records.

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A list of target behaviors

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An instrument developed to measure authentic and performance assessments that is given to determine qualitative characteristics on a scale.

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A performance assessment that is scored from one to four.