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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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-Rating scales are a distinct type of evaluation.

-Can be used to measure behaviors that are difficult to assess using other methods.

-They are fast and simple to finish.

-Using rating scales requires only basic instruction.

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-Because rating scales are very subjective, assessor errors and prejudice are regular issues.

-Ambiguous phrases make grading scales untrustworthy sources of knowledge.

-Rating scales reveal nothing about the underlying causes of behavior.

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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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-Make criteria for high-quality student work or performance available.

-Rubrics are interchangeable.

-Both the instructor and the student can utilize rubrics to steer the student's efforts toward finishing a task or project.

-If necessary, rubrics can be converted into grades.

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-Despite its advantages, rubric design and application are not without challenges.

-Teachers may focus on too broad or incorrect rubric criteria.

-A typical error in building and applying rubrics is to place too much emphasis on the number of features detected rather than the signs of excellent work.

-Holistic rubrics may be lacking in validity and dependability.

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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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-Simple to use.

-Flexible and adaptable to a wide range of evaluation approaches.

-Behaviors may be documented on a regular basis, and checklists are constantly available.

-Developmental checklists may be utilized with parents to help them understand which developmental milestones they can help their preschool children with at home.

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-Using checklists can take up a lot of time.

-Some instructors may not consider checklist-based evaluation procedures to be reliable measures of progress and learning.

-Checklists do not represent a child's performance.

-A checklist is not an assessment tool in and of itself.

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

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Assessment in Early Childhood Education Eighth Edition

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Assessment in Early Childhood Education Eighth Edition