Development and use of the checklist
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This document discusses the development and use of checklists. It defines a checklist as a tool used to identify whether key tasks or procedures have been completed. The document outlines characteristics of effective checklists, such as having clear wording and logical grouping of tasks. It then provides guidelines for developing a checklist, such as identifying critical and observable actions, determining standards, and deciding on an overall evaluation criteria. Both single-student and multi-student checklist formats are discussed.
Development and use of the checklist
- 1. Development and Use of the Checklist
- 3. • A checklist is a tool for identifying the presence or absence of conceptual knowledge, skills, or behaviors. • Checklists are used for identifying whether key tasks in a procedure, process, or activity have been completed.
- 4. • A checklist may also be given to students to follow in completing a procedure (e.g., in a shop or lab). • A checklist itemizes task descriptions in one column and provides a space beside each item in a second column to check off the completion of the task.
- 6. Checklist could: • have criteria for success based on expected outcomes • be short enough to be practical (e.g., one sheet of paper) • have tasks chunked into logical sections or flow from start to finish
- 7. • be written with clear, detailed wording to minimize the risk of misinterpretation • have space for other information such as the student’s name, date, course, examiner, and overall result • be reviewed by other instructors
- 8. When to use a checklist? 1. Use a checklist if you must observe a student during a process to judge if the process meets predetermined standards. 2. Analyze the lesson objective to determine which conditions influence the teaching and testing process.
- 9. 3. Identify those actions that must be observed during the process. Each action should be critical, observable, and measurable. a. Sometimes there are steps in a procedure that must be done in a specific sequence: Position victim, check Airway, Breathing, and Circulation (ABC)
- 10. b. Sometimes the actions are individual and can be demonstrated in a variety of sequences: Demonstrate the ability to use all 26 letters of the ASL alphabet by communicating with another student.
- 11. 4. Determine whether the action should be accompanied or replaced by an explanation. This may be required due to a lack of realism or safety considerations. Realism: Without demonstrating, explain how to clear a victim’s mouth of false teeth and debris, and a swallowed tongue from the throat. Safety: While demonstrating the flare loading procedure, explain the safety precautions you are observing.
- 12. 5. Analyze the lesson objective to determine the standards required of the process. Usually the standards are based on time, accuracy and/or quality. Time: If the victim has a pulse, give 1 breath every 5 seconds. Accuracy: Exactly 3.5cc should be injected. Quality: The ASL letters should be understood by all students.
- 13. 6. Identify the criteria that will determine overall success. a. Sometimes omitting a single step causes failure: Did not replace the gasket so the oil leaked out - fail b. Sometimes a subjective judgment is made on all of the actions: Many steps were uncertain and imprecise, vague explanations – fail
- 14. c. Sometimes each action is a percentage of the total criterion: 20 of the 24 ASL alphabet signs were understandable -- pass
- 15. 7. Determine whether to use single or multi-student forms. a. Single-student forms facilitate feedback to the students by permitting duplicate copies, individual student records folder, etc. b. Multi-student forms facilitate feedback to the instructor and the school by making comparisons easier.
- 16. 8. Convert your design considerations into a usable form. Using the checklist should help you to assure validity, reliability objectivity, differentiation and comprehensiveness. The checklist should have five main elements: a. Student’s name b. Date c. Rater’s name d. Ratings for each action or step e. Overall rating for the performance Since you will be using it, design it so it is easy for you to use.