Checklists, Rubrics, and Assessment Ideas

I. Checklists
#1. This site is designed to create flexible and easily customized checklists for performance
tasks; however, the checklists could be used in class as informal assessment for other types of
tasks as well. http://pblchecklist.4teachers.org/index.shtml

#2Lots of checklists to use with different subjects-

https://www.ocps.net/cs/ese/support/curriculum/Documents/A%20Checklist%20for
%20Everything%20Book.pdf
II. Attribute Charts-
6th Grade LA--Both of #1a and #1b were kept in lesson plan books to document the need for
certain instruction and to support differentiation.
#1-This is one that a 6th grade LA team used to quickly pre-assess the students ability to write
effective arguments. The elements across the top include elements of argument they wanted
to see in a student essay as well as some more general requirements. The students names
were written down the left side of the paper, and then, a 0, 1, or 2 was added for each attribute.
This is a little more time consuming than you would use for some of your assignments, but it
provided data that drove instruction for an entire unit.
action/agreementcall to

quoteat least 1 direct

Support/Explanation
counterargument

opposing view pt

Answers the ?

multiple para

formal style
transitions
cites text
AC (Y/N)
Student

Percent
Period

claim

#1bThis was used to track pre/post data for both the writing that was done for the argument
unit and the test that was given.
PercentPre-Writing Assessment

PercentPost-Writing Assessment

Post-Test
AC (Y/N)
Student

Pre-Test
Period
#2Could be used for a ticket out the door or other strategy. As you read the tickets out the
door, make three piles for each of these descriptors. You can transfer the names to the chart or
just use the pile to guide instruction and possible groupings for the following day. You can
decide whether or not you need to actually complete the chart.
Student

Notes
Demonstrated a
Demonstrated Deep

Demonstrated Little or
Response
Response

Response
Understanding of the
Understanding of

Developing

No Understanding of
Concept

the Concept

III. Show Clear Thinking-holistic rubricmodified from

http://teacher.depaul.edu/Documents/GraphicOrganizerAssessmentRubric.pdf
These are examples of descriptors that you could include for each rating. You would not want
to use all of them to assess the students work.

Rating
4 Provides information for all 4 parts of the organizer
All content is correct.
Neatly completed and easy to read.
Goes beyond the minimum requirements.
Shows a depth of understanding and thought.
Responses are accurate but are unique.
4 sources used.
3 Provides information for 3-4 parts of the organizer.
1 or 2 errors in content.
Easy to read.
Responses show some depth of understanding and thought.
3 sources used.
2 Provides information for 2 parts of the organizer.
3 or 4 errors in content.
Easy to read.
Responses show little depth of understanding and thought.
Responses are basic.
2 sources used.
1 Provides information for 1 part of the organizer.
5 or more errors in content.
Difficult to read.
Doesnt meet the minimum requirement.
Responses are basic and expected.
1 source used.
IVSkill Checklist
You can use one of these per student, or you can flip it to use like the attribute chart in II.
Change the goals to address the skills or concepts practiced/demonstrated when the strategy is
used.
1. If the goal is to have informal, formative data to drive instruction and to allow you to quickly
see what the students know and understand, this will work. If the goal is to have a summative
grade, you would not want to use something this simple.

Goal I need I can do it most of the I can do it most of the

help. time. time.
I can add two
single digit
numbers
I can add two 2-
digit numbers.
I can count up by
threes.

2. 3-2-1 Exit Slip Checklist/Rubric by Leslie Zinmeister

Question YesNoStartingtoComments
Doesthestudentlist
threefactsthatthey
knowabouttheskill
inwhichwehave
discussed?Free
fromerrors?
Didthestudent
connectourcurrent
skilltotwoother
skillspreviously
learned?Do
connectionsmake
sense?
Doesthestudent
askaquestionthat
isrelevantto
materialand
thoughtprovoking?

These two lines are awesome for

documenting what you need to do with
students based on the informal,
Changes to Groups:

Students to pull aside to work in small group: