Rating scales, checklists and attitude scales

rating scale for items

1. RATING SCALES, CHECKLISTS AND ATTITUDE SCALES .

2. RATING SCALE   Rating means the judgment of one person by another. A rating scale is a method by which we systematize the expression of opinion concerning a trait. Rating scale is a common evaluation tool used in describing observed skills and performance. In simple words, it consists of a set of characteristics or qualities to be judged and a scale for indicating the degree up to which the particular attribute is present. Rating scales resemble checklists but are used when finer discriminations are required.

3. DEFINITION A rating scale can be defined as "a standardized method of recording, interpretation of behavior, which is totally based on observation, strictly in line with the educational objectives".

4. Rating scales consist of a set of characteristics or qualities to be judged and some type of scale for indicating the degree to which an attribute is present. TYPES OF RATING SCALES Various types of rating scales that are commonly used are • Descriptive rating scales • Graphic rating scales • Numerical rating scales • Behaviorally anchored rating scales.

5. DESCRIPTIVE RATING SCALES These types of rating scales use descriptive phrases to identify the points on a graphic scale. The descriptions are brief details that convey in behavioral terms for each trait (how pupils behave at different steps along the scale).

6. Observations of working hours Usually late Sometimes late Usually on time Completion of work assignment Usually late Sometimes late Usually on time The descriptions may take the form of: Abstract labels-such as A, E, C, D, and E Frequency labels- such as always, usually, frequently, sometimes, never. Qualitative labels: superior, above average, average, below average.

7. GRAPHIC RATING SCALE The rater indicates the performer’s standing in respect to each trait by placing a check mark at an appropriate point along the line. In this, each line is followed by a horizontal line. The rating is made by placing a tick on the line. A set of categories identify specific position along the line, but the rater can also click between these points, here the degree of each character is arranged so that the rater can make you fine distinctions as he wishes to make.

8. Example :

9. NUMERICAL RATING SCALE In this, the extent or degree to which a particular attributes is present in an individual is indicated by numbers. The observer puts a tick or circle on the number to which the student possess that attributes. Each number is given a verbal description that remains constant for a particular character. It includes number against which a list of behavior is evaluated.

10. Ability to get along with others 1 2 3 4 5 punctuality 1 2 3 4 5 Clinical performance 1 2 3 4 5 Communication. 1 2 3 4 5 CONT… EXAMPLE :

11. CONT… 1. Never 2. Sometimes 3. About half the time 4. Usually 5. Always Or 1. Outstanding 2. Above average 3. Average 4. Below average 5. Dissatisfactory

12. BEHAVIORALLY ANCHORED RATING SCORES BARS is an acronym for behaviorally anchored rating scales, sometimes known as BES, behavioral expectation scales. BARS evaluates behavior relevant to specific demands of the job and provides examples of specific job behaviors corresponding to good, average and poor performances. This reduces the amount of personal judgement needed by the rater.

13. Example: Punctuality: almost never 1 2 3 4 5 almost always Get along with others: almost never 1 2 3 4 5 almost always

14. PRINCIPLES IN PREPARING RATING SCALES Rating scales should directly relate to learning objectives, They need to be confined to performance areas that can be observed. Three to seven rating positions may need to be provided. The scale may be made more objective, valid and reliable by getting a pooled rating from more than one observer.

15. CONT… All raters should be oriented to the specific scale as well as the process of rating in general. As errors are common due to subjective judgment made by the observer, rater should be conscious enough to avoid them. A rating scale provides the instructor with a convenient form on which to record judgments indicating the degree of student performance. This differs from a checklist in that it allows for more discrimination in judging behaviors as Compared with dichotomous Yes or No options.

16. ADVANTAGES OF RATING SCALES Rating scales are easy to administer and score. They can be used for large number of students. They have a wide range of application. They give à clear feedback to the students. They are used to evaluate skills, product outcomes, activities, interests, attitudes and personal characteristics It is used to observe and record qualitative and quantitative judgments about observed performance.

17. CONT… They tend to be adaptable and flexible. They are efficient and economical in the use of time They can help to reduce the subjectivity and unreliability that are usually associated with the observation method It will direct observation toward specific aspects of behavior. It will provide a common frame of reference for comparing all pupils on the same set of characteristics. It will provide a convenient method for recording the observer's judgments. Disadvantages of Rating Scales However, be careful, a degree of subjectivity is inevitable while using the rating scales.

18. CHECKLISTS Check lists are lists of items or performance indicators requiring dichotomous responses such as satisfactory or unsatisfactory, pass or fail, yes or no, present or absent, etc. Gronlund (2005) describes a checklist as an inventory of measurable performance dimension of products with a place to record a simple yes or no judgment

19. CONT… A checklist is a grouping of items by which something may be confirmed or verified. It can be called as a behavioral inventory. It is basically a method of recording whether a particular attribute is present or absent or whether an action had or had not taken place. It consists of a listing of steps, activities or behavior which the 0bserver records when an incident occurs.

20. CONSTRUCTION OF CHECKLISTS While constructing or preparing checklists following points to be kept in mind: • Express each item in clear, simple language. • Avoid lifting statements verbatim from the text • Avoid negative statements wherever possible. • Review the items independently.

21. UTILIZATION OF CHECKLISTS Use checklist only when you are interested in ascertaining whether a particular trait or characteristics is present or absent. Use only carefully prepared checklist for more complex kind of trait. Observe only one student at a time and continue your observation to the points specified in the checklists. Have separate checklists for each student.

22. CONT… 5. The observer must be trained, how to observe, what to observe and how to record the observed behavior. To make a valid judgment he should omit recording those behaviors for which he has insufficient information. 6. Checklists require the observer to judge whether certain behavior of student and clinical practice has been taken place. They can be used most effectively when Components of clinical performance can be specified. It is possible for the observer to simply note whether the prescribed behavior has taken place or not. The actual physical, psychomotor skills involved can be jointly precisely stated.

23. MERITS OF CHECKLISTS Short and easy to assess and record. Useful for evaluation of specific well-defined behaviors and are commonly used in the clinical simulated laboratory setting They can be used for both process and procedure evaluation. They are adaptable to most subject matter areas. They allow inter individual comparisons to be made on a common set of traits or characteristics.

24. CONT… It is recommended that only significant behaviors essential for a successful performance be included on the checklist. LIMITATIONS Does not indicate the quality of performance. Only a limited component can be assessed.

25. ATTITUDE An attitude scale measures how the participant feels about a subject at the moment when he or she answers to question. Several popular types of attitude scales are used in evaluation of nursing education.

26. BIRTH OF ATTITUDE MEASUREMENT Louis Thurstone (1928) “Attitudes can be measured!” Louis Thurstone (1928) attitudes can be measured scientifically Applied methods of psychophysics to attitudes.

27. INDICATORS OF ATTITUDES behavior (she eats it) affective reaction (she likes eating it) self-report (she tells us she likes it) peer-report (her mom tells us) physiological measures (heart rate)

28. GENERAL CRITERIA FOR ATTITUDE STATEMENTS Items should be a series of statements; not questions. Avoid statements that refer to the past rather than to the present. Avoid statements that are factual or capable of being interpreted as factual. Avoid statements with multiple interpretations. Avoid statements that are irrelevant to the psychological object under consideration. Avoid statements that are likely to be endorsed or not endorsed by almost everyone.

29. CONT… Select statements that are believed to cover the entire range of the affective domain of interest. Keep the language of the statements simple, clear, and direct. Avoid words that may not be understood by the respondents Statements should be short; rarely exceeding 20 words. Each statement should contain only one complete thought. Statements containing universals such as all, always, none, and never often introduce ambiguity and should be avoided.

30. CONT… Words such as only, just, merely, and others of similar nature should be used with care and moderation. Statements should be in the form of simple sentences rather than compound or complex sentences. Avoid the use of double negatives. Statements should not contain contractions. Avoid double-barreled statements: “My principal and my superintendent support my efforts at innovative

31. TYPES OF ATTITUDE SCALES There are various types of attitude scales used in evaluation of students, they are: Differential scale (LI. Thurstone scale) Summated (Likert) scale Semantic differential attitude scales.

32. LIKERT SCALE The Likert scale is an ordered, one-dimensional scale to which respondents choose one option that best aligns their view. Likert scale is designed to determine the opinion or attitude of a subject and contains a number of declarative statements with a scale after each statement. The original version of the scale included five response categories. Each response category was assigned a value, with a value of 1 given to the most negative response and a value or 5 to the most positive response.

33. CONT… A Likert item is simply a statement which the respondent is asked to evaluate according to any kind of subjective or objective criteria; generally the level of agreement or disagreement is measured. Often five ordered response levels are used, although many psychometricians advocate using seven or nine levels. The format of a typical five level Likert item is: Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree

34. Likert scale Likert item The Likert scale is the sum of responses on several Likert items. A Likert item is simply a statement which the respondents is asked to evaluate according to any kind of subjective or objective criteria; generally the level of agreement or disagreement is measured. It is otherwise known as an individual items. DIFFERENCE BETWEEN LIKERT SCALE AND LIKERT ITEM

35. ADVANTAGES Questions used are usually easy to understand and so lead to consistent answers. Easy to use. DISADVANTAGES Only a few options are offered, with which respondents may not fully agree. People may become influenced by the way they have answered previous questions. For example if they have agreed several times in a row, they may continue to agree. They may also deliberately break the pattern, disagreeing with a statement with which they might otherwise have agreed.

36. SEMANTIC DIFFERENTIALS ATTITUDE SCALE The semantic differential was developed by Osgood and colleagues (1957) measures attitudes or beliefs. It consists of two adjectives with a 7 point scale between them. The subject is to select one point on the scale that best describes his or her view of the concept being examined. In a semantic differential, values from 1 to 7 are assigned to each of these space, with 1 being the most negative response and 7 the most positive response.

37. CONT… Good 3- 2- 1- 0- 1- 2- 3- Bad   Good 7- 6- 5- 4- 3- 2- 1- Bad

38. EVALUATION IS ASSOCIATED WITH THE ADJECTIVE CONTRASTS: Nice-awful Good-bad Sweet-sour Helpful-unhelpful Hot-cold Pleasant-unpleasant Beautiful-ugly.

39. EVALUATION IS ASSOCIATED WITH POTENCY DIMENSION ARE Big-little Powerful-powerless Strong-weak, and Deep- shallow. EVALUATION IS ASSOCIATED WITH ACTIVITY SCALES ARE Fast-slow Alive-dead Noisy-quiet Young-old Passive-active.

40. THURSTONE SCALE In Psychology, the Thurstone scale was the first technique for measuring an attitude. It was Thurstone in 1925, as a means of measuring attitudes towards religion. It is made up of statement about a particular issue, and each statement has a numerical value indicating how favorable or unfavorable it is judged to be. He actually invented methods for developing a unidimensional scale the method of equal appearing intervals

41. CONSTRUCTION OF THURSTONE SCALE (METHOD OF EQUAL APPEARING INTERVALS). Developing the focus: First decide on the concept or theme to which the respondent has to rate. Define the focus for the scale and the purpose for which it has to be created. Generating potential scale items: The next step is to create a large set of candidate statements (e.g. 80-100) because the final scale items are selected from this pool. All of the statements are worded similarly-that they do not differ in grammar or structure.

42. CONT… 3 . Rating the scale items: The next step is to have the participar.is (i.e. judges, approximately 50 or more) rate each statement on l-to-1l scale in terms of how much each statement indicates a favorable attitude towards a particular concept. 4. Computing scale score values for each item: The next step is to analyze the rating data. For each statement, from 50 judges values, the median and the interquartile range is computed. The median is the value above and below which 50% of the ratings fall. The first quartile (Q1) is the value below which 25% of the cases fall and above which 75% of the cases fall-in other words, the 25th percentile.

43. CONT… 5. Administering the scale : The final selected items make a Single Thurstone scale to measure the attitude towards a concept. This is given to the samples to measure the attitude. The participants have to eithers agree or disagree with each statement. To get that person's total scale score, get the average value for the scores of all the items that person agreed with.

44. Examples of the Thurstone scale I am inspired to meet my goals at work. Agree 1 2 3 4 5 6 7 8 9 10 11 Disagree I feel completely involved in my work. Agree 1 2 3 4 5 6 7 8 9 10 11 Disagree I am often so involved in my work that the day goes by quickly. Agree 1 2 3 4 5 6 7 8 9 10 11 Disagree

45. INTERPRETATION THE RESULTS: Simply assign each “agree” answer a score of 1 to 11—depending on the score above—and each “no” or “disagree” answer a score of 0. The final score of each graded quiz represents the respondent’s strength of opinion, where a higher score indicates a more supportive opinion.

46. LIMITATIONS OF THURSTONE SCALE QUESTIONS They are time-consuming.  They are complex.  Scarcity of answer options. 

47. CONCLUSION I conclude my topic that with the help of these different scales as rating scale describes the observed skills and performance, checklist provides the list to steps performed and the attitude scale assess the attitude of participant on a subject and these scales that can be used and proven helpful in evaluating the different aspects to conclude a judgement.

48. THANK YOU