2. INTRODUCTION
Rating means measuring an attribute of
objects or persons by judgment in a
continuum. For eg: school marks or grades;
performance appraisal rating of an
employee in an organization.
3. INTRODUCTION
Continue ……
Rating Scale involves Qualitative
description of a limited number of aspects
of a thing or traits of a person. When we use
Rating Scale we judge an object in absolute
terms against some specified criteria.
4. Definition
• Rating Scale is a device by which
judgments may be qualified or an opinion
concerning a trait can be analyzed. Rating
scale is a tool in which the one person
simply checks off another person’s level of
performance.
5. How to Construction “RS”
• Each trait to be rated should be clearly
defined and explained with specific
instances.
• Various intervals or points on the scale
should be clearly defined. Usually five to
seven intervals are used in rating trait,
attitude and other sentiments.
11. Numerical scales
• Numerical scales are the easiest to
construct and apply to the objects,
persons and events etc to be rated. In
numerical scale the observer or rater is
supplied with a sequence of numbers
which is well defined and his task is to rate
the objects on the given sequence of
numbers on the basis of his impression.
14. Grafic Scale
• In this scale the performance is printed
horizontally at various points from lowest to
highest. Descriptive rating scale: It does not use
number but divide the assessment into series of
verbal phrases to indicate the level of
performance.
example :
15. Advantages VS Disadvantages
Grafic Scale
Advantages :
•They have no numerical anchors. As such the rater experience no
confusion arising out of the need for numerical discrimination.
•They are simple, easily administered and quickly completed by the
raters.
Disadvantage :
•Graphic scales take time and labour in scoring.
Limitation :
•Provide space only for the shorter descriptive cues.
16. Percetage Rating
• Percentage rating is done whenever the investigator
wants a quick rating with maximum uniformity from rater
to rater. The technique requires the rater to place the
rates among different specified percentage groups or
into different percentiles or quartiles such as given below
exp : Range of Score
80% s.d. 100% A
70% s.d. 79% B
60% s.d. 69% C
45% s.d. 59% D
< 44% E / Not Pass
17. Descriptive rating scale
• It does not use number but divide the
assessment into series of verbal phrases
to indicate the level of performance.
18. Uses of Rating Scale
To Evaluate
•Skills
•Product Outcome
•Activities
•Interest
•Attitude Personal
•Characteristics
19. Advantages of “RS”
• Easy to administer and score.
• Wide range of application
• Graphic rating scale is easier to make and less time
consuming.
• Easily used for large group.
• Also used for quantitative methods.
• May also be used for assessment of interest, attitude
and personal characteristics.
• Used to evaluate performance and skills.
• Rating scales are adaptable and flexible research
instruments.
20. Disadvantages of “RS”
• It is difficult to fix up rating about many
aspects of an individual.
• Misuse can result in decrease in
objectivity.
• There are chances of subjective
evaluation, thus the scales may become
unscientific and unreliable.
22. Trend Issue “RS”
One problem in using rating scales with multiple
levels is apparent by a review of the sample scale
descriptors. What are the differences between
above average and average? Between a “2” and
“1”? Is there consensus among faculty members
using the rating scale as to what constitutes
different levels of performance for each outcome
or competency evaluated? This problem exists
even when descriptions are provided for each level
of the rating scale.
23. Trend Issue “RS”
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Nitko and Brookhart (2011) identified four
common errors that can occur with rating scales
applicable to rating clinical performance.
1.Leniency error results
2.Severity error.
3.Central tendency error
4.Hallo Effect
26. Central tendency error
Hesitancy to mark either end of the rating
scale and instead use only the midpoint of
the scale. Rating students only at the
extremes or only at the midpoint of the
scale limits the validity of the ratings for all
students and introduces the teacher’s own
biases into the evaluation
27. Halo effect
Judgment based on a general impression of the
student. With this error the teacher lets an overall
impression of the student influence the ratings of
specific aspects of the student’s performance. This
impression is considered a “halo” around the
student that affects the teacher’s ability to
objectively evaluate and rate specific
competencies on the tool.
