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Checklists are made from a collection of learning objectives. The list of items are are arranged in order and sequence and how they relate. The list is then organgized into a checklist, which are used to many purposes.

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This is a checklist used for teacher observation for student with Dyslexia. This checklist will help the teacher gather information about the child's abilities.

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Checklists are easy to use. Teachers can quickly learn how to use them. Checklists are also very flexible. Teachers use with many different assessments. This is also a great tool for behaviors to be observed frequently, to gather information often. Checklists can also easily be shared wiht parents and families.

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Checklists do not indicate how well a child performs. Checklists only indicate whether the child performs adequately. A checklist itself is also not an assessment tool. Teachers often become frustated with keeping the checklists, and become overwhelmed with assessments as well.

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Rubrics qualitative instruments that can be used for assessing student's progress or scoring.

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This rubric is used to score a student's performance.

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Rubrics can provide guildelines for quality student work. Rubrics are also flexible. They can be designed for many different uses. Rubrics acn be used among teachers and students. Students can use rubrics for self-assessment.

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Teachers may focus on excessively general or inappropriate criteria. The focus may be on The quantity of characteristics, rather than the indicators of quality work. Holistic rubrics also may lack validity and reliability.

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Rating Scales are require the rater to make qualitative judgment about the extent to which a behavior is present.

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This is an Intervention Behavior Rating Scale. It rates the degree to behaviors present.

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Rating scales are quick and easy to complete. It is possible to complete rating scales shortly after observation because they include descriptors of the child's behavior. These scales are usful when determining children's abilities. They are also easy to design because descriptors remain consistent. Rating Scales are a useful strategy for assessing progress.

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Rating scales are subjective. Rater error and bias are common problems. Teachers amy rate a child on the basis of previous interactions. Rating scales also tell very little of the cause of the behavior. Rating scales provide additional information to expalin the events in which the behaviors occured.

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Wortham, Sue Clark, and Belinda June Hardin. Assessment in Early Childhood Education. Pearson, 2020.