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-Highly subjective; rater error and bias are common
-No additional information to clarify the circumstances other than the rates

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Checklists are made from a collection of learning objectives or indicators of development. The lists of items are arranged to give the user an overview of their sequence and how they relate to each other.

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Checklists are easy to use. They require little instruction and training, teachers can quickly learn how to do one. They are flexible and can be used with a variety of assessments. They also help teachers record behaviors frequently. Checklists can be used with parents to give them an idea of which developmental steps they can support at home with children.

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Rating scales consists of a set of characteristics or qualities to be judged by using a systematic procedure. Rating scales require the rater to make a qualitative judgement about the extent to which a behavior is present.

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This is an example of a checklist. The teacher will then check it off when that child performs or accomplishes that task.

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This is an example of a rubric. In the book they talk about holistic rubric, analytic rubric and developmental rubric.

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-Useful to review a child's strengths and weaknesses
-Quick and easy to complete
-Minimum training is required for using rating scales
-Easy to develop and use
-Permits a teacher to describe the child's steps toward understanding or mastery, instead of whether the child has achieved a predetermined level

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This is an example of a rubric. Another example of a rating scale is a report card.

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-Time consuming, reduces time spent with the children
-Teachers find it hard to adapt and get started to the checklists
-Teachers sometimes think standardized tests are better for kids that are older
-Checklists do not indicate how well a child preforms. It is a format of organizing learning objectives

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A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component at varying levels of mastery.

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-Rubrics are flexible
-Many uses and ability levels
-Rubrics are adaptable
-They an be used by both the teacher and student to guide the student's efforts toward completing a task or product

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-Teachers just beginning to develop rubrics may have trouble determining assessment or scoring criteria
-Teacher focusing on the wrong characteristics of student work
-Lack specificity