Use a checklist to grade performance when simply knowing whether a student included an element or completed a task provides enough information. Many situations are appropriate for the use of checklists. Checklists help teachers check off students as they walk around the room or meet with students, observing them at work writing or completing math problems. Checklists help students stay organized and know what will be graded when they are given the grading checklist prior to the start of a project.
To use a checklist, teachers create a list of five to 10 elements, qualities or tasks students need to exhibit or complete. A title at the top of the checklist informs students what teachers will examine, such as a poster, diorama, essay or student performance on a given task. Teachers may choose to have students assist in creating the elements for the checklists. Teachers calculate student scores as a percentage of items checked against total items in the list.
Use a rubric when the evaluation of the task or element, rather than just the completion or presence of it, is important to the assessment. Teachers often use rubrics for heavily weighted assignments and those that include creative elements or cross-curricular work. The detailed criteria and levels allow teachers to have a better understanding of student performance on tasks such as a project requiring a written, oral and creative component. As with checklists, students should have the rubric as they complete a task to assist in their organization and quality. The criterion and levels provide students with information about exactly what must be accomplished for success.
To use a rubric, teachers decide on up to five criteria on which to assess the project or performance. These are listed down the left side of a grid as row headings. Across the top as column headings, teachers place levels of performance using point values. Finally, in each grid box, teachers place text giving a description of what exactly that performance or project looks like to achieve the given point value for that criteria. For example, if the first row heading criteria is historical facts, the first box in the row for the highest point value might read "Project contained 10 or more historically accurate facts." The next might read "Project contained six to eight historically accurate facts." Teachers check the box on the grid that matches student performance for each criteria then add all points for all criteria to determine student score.