check list
- 3. INTRODUCTION • Children behave differently on different occasions. • Teachers are constantly observing this behaviour. • Much of this behaviour, if regularly recorded, can be of immense value in evaluation. • Check list is a device is which can be used for this purpose.
- 4. • A check list is a simple tool of evaluation • It is easy to make, easy to use, and yet can be constructed to cover various aspects of an individuals behavioural adjustment. • In preparing a check list ,the teachers must keep in mind 1. what kinds of behaviour are important to record 2. what kind of objectives are to be evaluated
- 5. CHECK LIST
- 6. • Ordinarily the evaluator using a check list simply check the presence or absence of each step or element. • But some checklist permit a rating of the quality of the action observed or the characteristics noted. • Particularly for skill learning, a check list provide a sequential order of the performance
- 7. • Requirements' for the learner so that appropriate practice can be conducted. • But most importantly, check list provides the criteria for a acceptable performance that the learner must internalize so that constant skill evaluation can occur during practice.
- 8. • Eventually skill learner should be able evaluate their own performance as thoroughly and as accurately as the instructor • Good check list are time consuming to develop ,but they can pay instructional and assessment dividends in a wide variety of instructions.
- 9. • Check list consist of a list of items with a place to check, or to make yes or no . • The chief purpose of the check list is to call attention to various aspects of an object or situation.
- 10. • It is a type of questionnaire in the form of a set of categories for the respondent to check. • Checklists is especially useful at the primary level, where much of the classroom assessment depends on observation rather than testing. • Checklists are also useful in assessing those performance skills that can be divided in to a series of specific actions.
- 11. • An example of such a checklist, is shown below
- 14. • The following steps summarize the development of a checklist for assessing a procedure, consisting of a series of sequential steps. 1. Identify each specific actions desired in the performance. 2. Add to the list those actions that represent common errors 3. Arrange the desired actions in the approximate order in which they are expected to occur. 4. Provide a simple procedure for checking each action as it occurs
- 15. RELEVENCE • The checklists is an important tool in gathering facts for educational surveys. • It may also be used as a form for recording in observational studies of behaviour. • When use as a sort of scale to yield score. • It is an instrument often used in educational appraisal
- 16. • Studies-of school buildings, property, plan textbooks, instructional procedures and outcomes etc. • There are check-lists designed for possible economies in a school, the purchase of school supplies, appraising of the superintendent report and the organization of high schools.
- 17. • Check lists are also applied in classroom instructional activities, the studying of the working habits of students, the supervision of classroom instruction and the teacher- pupil relationships. • The checklists which were built up the commonwealth teacher-training study may be used in a number of ways both for analysis and for evaluation.
- 18. ADVANTAGES • They are easy to use and effective. • Check list motivate us to take action and complete tasks. • By having a check list you can complete repetitive tasks more quickly and efficiently, and with fewer mistakes. • This give more time in the day
- 19. DISADVANTAGES • Untrained person might attempt to conduct inspection. • The inspection may be subjective. • Only the presence and absence type questions can give more importance.