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
1. Use checklist only when you are interested in ascertaining whether
a particular trait or characteristics is present or absent.
2. Use only carefully prepared checklist for more complex kind of
trait.
3. Observe only one student at a time and continue your observation
to the points specified in the checklists.
4. 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 EQUALAPPEARING INTERVALS).
1. 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.
2. 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