Chat with AIExam 7: Checklists, Rating Scales, and Rubrics
Design a developmental rubric for emerging reading skills in kindergarten and first grade using state or national organization guidelines. Use descriptions of beginning readers to develop the characteristics for levels of development. Figure 7-8 (in the text) is a sample of this type of rubric.
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Answered by Examlex AI CopilotDevelopmental Rubric for Emerging Reading Skills in Kindergarten and First Grade
Level 1: Pre-Emergent Reader
- Shows an interest in books and reading
- Recognizes some letters and their sounds
- Understands that print carries meaning
- Can retell a familiar story using pictures
Level 2: Early Emergent Reader
- Recognizes and names most upper and lowercase letters
- Understands basic phonics and can sound out simple words
- Can read simple, repetitive texts with support
- Begins to use reading strategies such as predicting and making connections
Level 3: Transitional Reader
- Reads simple, familiar texts independently
- Uses a variety of strategies to decode unfamiliar words
- Begins to understand and use punctuation and expression while reading
- Can retell a story in sequence with some detail
Level 4: Fluent Reader
- Reads with accuracy and expression
- Uses a variety of strategies to comprehend texts
- Reads and understands a variety of genres and text structures
- Can summarize and discuss a story in detail
This rubric is based on guidelines from the National Association for the Education of Young Children (NAEYC) and the International Literacy Association (ILA). It provides a clear progression of skills and behaviors that are typical for emerging readers in kindergarten and first grade. Teachers can use this rubric to assess and track students' reading development, as well as to inform instruction and intervention.
Which of the following best characterizes a checklist?
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VerifiedD
Both numerical and graphic rating scales require qualitative judgment on the part of the rater.
(79) VerifiedTrue
An advantage of using rubrics includes which of the following?
(74) Design a rating scale to measure appropriate study behaviors in the classroom. Include five characteristics and at least 3 points on the scale with descriptors.
(69) A rubric has descriptors that define what to look for at each level of performance.
(84) What kinds of assessment strategies can be used to assess checklist objectives? Can similar strategies be used with rating scales? Explain.
(70) Why is it better to use numerical rather than graphic scales?
(85) Teachers prefer to use checklists because they require very little time for recordkeeping.
(76) Describe the difference between numerical rating scales and graphic rating scales?
(80) One of the most important steps in checklist design is to determine criteria for levels of performance.
(64) What kinds of resources can be used to develop checklists for preschool classes? What kinds of resources are used to develop checklists for primary-grade classes? How are they alike and different?
(81) Collect samples of checklists used in preschool and primary classrooms. Compare the checklists in terms of objectives, evaluation strategies recommended, and record-keeping format.
(87) Rating scales provide more possibilities for a range of assessments than rubrics.
(68) Discuss how a group of teachers who are using checklists, rating scales, and rubrics can plan how they can be consistent in their assessments.
(81) There are inherent weaknesses in teacher-designed checklists, rating scales, and rubrics. Discuss some steps teachers can take to develop quality in these assessments.
(90) The most important considerations when using rubrics is the quantity of characteristics found.
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