Checklists are SIMPLE. They can make assessment EASY and EFFICENT when observing individuals in a large group. Communicating and tracking results is simplified.

Checklists are OBJECTIVE. Either the child meets the criteria, or they don't. There is less room for leeway or interpretation.

Checklists are SPECIFIC. They provide a clear result.

Checklists can be TOO SIMPLE. They can support assumptions with limited information. They do not completely rule out SUBJECTIVITY.

Checklists can be TOO STRICT. Aa result, they can LACK INCLUSIVITY. Children learn in a variety of ways. Their style of accomplishment may not line up with the checklist.

Using rubrics can be a systematically CONSISTENT and RELIABLE way to evaluate work. Having standards spelled out leaves less room for teacher error and subjectivity.

Using a scale, they measure QUALITY of work.

Their FEEDBACK can be useful for students and parents because rubrics show areas of strength and weakness.

Rubrics can measure MULTIPLE skills using one which is more inclusive for a holistic approach to grading.

Criteria for determining the rubric may be a generalized standard which is NOT APPROPRIATE for ALL LEARNERS

Children may PERFORM only to meet the standards of the rubric. This could result in students not relying on their own skills which would REDUCE CREATIVITY and risk taking.

Rating Scales can be SHORT and SIMPLE while still assessing multiple facets.

They are useful for determining HOW OFTEN a skill or behavior is used.

Results can be compiled and EASILY COMPARED to show progress over time.

They typically use one descriptive word to summarize the results which made them EASY TO UNDERSTAND

Because scales are SIMPLE, they may not appropriately evaluate every child.

Scales can be UNDEFINED, leaving room for subjectivity and interpretation.

Rating scales should be reflective of the development of the child they are assessing. For an inclusive classroom, the same scale should not always be used on every student.