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Wortham, S. C., & Hardin, B. J. (2020). Assessment in early childhood education. Boston: Pearson.

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A checklist is a list of sequential behaviors arranged in a system of categories. It is useful when multiple behaviors are to be observed.

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A rating scale consists of a set of characteristics or qualities to be judged by using a systematic procedure.

NUMERICAL RATING SCALE- The rater marks a number to indicate the degree to which a characteristic is present. A sequence of numbers is assigned to descriptive categories. The rater’s judgment is required to rate the characteristic.

GRAPHIC RATING SCALE- A set of categories is described at certain points along the line, but the rater can mark his or her judgment at any location on the line. In addition, a graphic rating scale provides a visual continuum that helps locate the correct position.

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Rubrics are qualitative instruments that can be used for assessing student progress or scoring student work.

HOLISTIC RUBRIC- Assigns a single score to a student’s overall performance. These rubrics usually have competency labels that define the level of performance.

ANALYTIC RUBRIC- Resembles a grid and includes a range of descriptors, uses limited descriptors for each attribute, describes and scores each of the task attributes separately, and uses a scale such as
1. Needs Improvement,
2. Developing,
3. Sufficient,
4. Above Average

DEVELOPMENTAL RUBRIC- Designed to serve a multiage
group of students or to span several grade levels; to abandon mastery of skills at a particular grade level. The student is assessed on a continuum that shows developmental progress.

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Checklists are flexible, the teacher can evaluate and obtain needed information.
Children's behavior can be recorded more frequently, when the teacher has new information, they can update records.
A developmental checklist can be used with parents to give them an idea of which developmental steps they can support at home with preschool children.

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Rating scales can be used for behaviors not easily measured by other means.
Minimum training is required to use rating scales.
Rating scales are easy to develop and use

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Provide guidelines for quality student work or performance.
Rubrics are flexible.
Rubrics are adaptable.
Rubrics can be used by both teacher and student to guide the student’s efforts toward completing a task or product.
clear about what needs to be done to improve work.
Rubrics can be translated into grades if needed.

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Using checklists can be time consuming, especially when it’s the teachers first time using it.
Checklists doesn't indicate how well a child performs

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Teachers just beginning to develop rubrics may have trouble
determining assessment or scoring criteria.
Teachers may focus on excessively general or inappropriate criteria for a rubric.

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Rating scales are highly subjective
Ambiguous terms cause rating scales to be unreliable sources of information.
Raters disagree on the descriptors of characteristics.
Rating scales tell little about the causes of behavior.