CHECKLIST

Introduction

A checklist consists of a listing of steps, activities or behavior which the observer records when
an incident occurs. While preparing a checklist teacher must keep in mind what kinds of
behavior are important to record and what kinds of objectives are to be evaluated. A check list
enables the observer to note any whether or not a trait or characteristic is present.

Meaning

A checklist consists of a listing of steps, activities or behavior which the observer record when an
incident occur.

Definition

Checklist is basically a method of recording categorically whether a behavior or

characteristics is present or absent on which an action is taken or not.
According to British Columbia Institute of Technology-A checklist is a tool for
identifying the presence or absence of conceptual knowledge, skills, or behaviors.
A checklist itemizes task descriptions in one column and provides a space beside each
item in a second column to check off the completion of the task.
A checklist consists of a list of steps, activities or behavior which the observer records
when an incident occurs. It is similar in appearance and uses of a rating scale (except that
the rating scale provides for some degree of quantification). A checklist may also be
given to students to follow in completing a procedure (for example, in a lab).
The checklist is a prepared list of statements relating to behavioral traits, performance is
some area or practical work or a product of some performance.
The checklist is a method of recording whether a characteristic is present or absent or
whether an action was taken or not taken.
Types of Checklist

1. Sign System

The recorder makes no attempt to record how frequently any one sign is observed during a
period, only whether it was seen at all.

2. Category System

In this the observer must record every event within a pre specified domain that occurs during the
pre specified time period.

Purposes

 To determine the job competence that is to judge whether the employer are performing at
acceptable levels.
 To enhance staff development and motivate personnel towards higher achievements.
 To discover an employee's aspiration and to recognize his/her
accomplishment(completeness).
 To improve performance by examining and encouraging better relationship among
employees.
 To make inventories of talent within the organization and reassess the assignments.
 To select the qualified nurses for advancement and salary increase, promotion,
termination etc.

Construction of Checklists

While constructing or preparing

 Identify each of the specific actions desired in the performance.

 Add to the list those action that represent common errors (if they are useful, the
evaluation are limited in number and can be clearly started)
 Arrange the desired action (and likely error if used) in the approximate order in which
they are expected to occur.
 Provide a simple procedure for checking each action as it occurs (or numbering the
actions in sequence as appropriate.
  Express each item in clear, simple language..
 Make sure that each item is clearly yes or no, true or false and the like.
 Review the items independently.

Steps in Developing of the Checklist

The following steps summarize the development of a checklist for evaluating a procedure,
consisting of a series of sequential steps.

 Identify each of the specific actions desired in the performance

 Add to the list those actions that represent common errors (if they are useful in the
evaluation, are limited in number, and can be clearly stated
 Arrange the desired action (and likely errors, if used) in the approximate order in which
they are expected to occur
 Provide a simple procedure for checking each action as it occurs (or for numbering the
actions in sequence,if appropriate).

Utilization of Checklist

While using checklist, evaluator should keep in mind the following.

 Checklist should relate directly to learning objectives.

 Use checklist only when you are interested in ascertaining whether a particular trait in
characteristic is present or absent.
 Use only carefully prepared checklist for more complex kind of trait.
 Clearly specify the trait or characteristic of behavior to be observed.
 Observe only one student at a time and confine your observation can be recorded on a
master checklist.
 The observer must be trained how to observe what to observe and how record the
observed behavior.
 To make a valid judgement he should omit recording those behaviors for which he has
insufficient information.
 Multiple observations should provide more accurate data.
Parameters Yes No
Temperature
1. Ensure the thermometer is ready for use
2. Position the thermometer.
3. Removes the thermometer after a minimum of two minutes
4.Reads the thermometer.

Pulse
5. Counts the pulse for not less than 30 sec for regular and 60 seconds for irregular
pulse
6. States rhythm and rates of pulse
7. States the rate within accuracy of +/ - 4

Respiration
8. Ensures visibility of chest movements
9. Counts the number of respiration for not less 60 for regular respirations
10. States the rate and pattern of respiration

Blood pressure
11. Establishes patient's average systolic by referring to blood pressure chart or using
radial palpation method.
12.Applies the cuff planning the balloon over the area of the area of brachial artery.
13.Places stethoscope over the antecubital fossa.
14.Deflates the cuff slowly
15. Reads the mercury level at the first sound heard and the changes in sound or at
the last sound heard within an accuracy of +/-4mm

Checklist Tool
Clinical Skills Assessments Tool

Direction

Tick ( ) 'YES 'or' NO' to indicate whether skills has been demonstrated.

Activities

o Temperature-1-4
o Pulse: 5-7
o Respiration: 8-10
o Blood pressure: 11-10

Areas of Using Checklist

 Clinical areas
 Institution
 Research purpose
 Business survey
 Immunization program
 Procedure demonstration

Technique for Checklist

Technique to Develop a Checklist

 Review the learning outcome and associated criteria for success.

 State the level of success required for the checklist to be considered completed. In most
cases, all items must be checked.
 Decide on the response such as 'Yes' or 'No, 'done' or 'not done, or simply have a box to
be checked once the item has been completed.
 From a procedure, process, or task description list, pick those items that are required for a
good performance or final outcome.
 Group similar items or order them sequentially-keep as short as possible.
 Highlight critical steps, checkpoints, or indicators of success.
  Write clear instructions for the observer.
 Review the task descriptions for details and clarity.
 Format the checklist.
 Ask for feedback from other instructors before using it with students.

Advantages of Checklist

 They are adaptable in most subject matter areas.

 They are useful in evaluating those learning activities that involve a procedure, process
and some aspects of personal social adjustment.
 They are most useful for evaluating those processes that can be subdivided into a series
of clear and separate actions.
 When properly prepared, the observer can direct his attention to clearly specific traits on
characteristics
 They allow inter individual comparisons to be made on a common set of traits of
characteristics
 They provide a sample method to record observations.
 They objectively evaluation traits or characteristics.

Disadvantages

 Limited applications.
 Determine only presence of /absence of actions.
 Provides no means of judging the extent to which a behaviour trait is possessed by the
student.

Suggestions to follow when Using the Checklist

 The checklist should relate directly to learning objectives

 Checklist need to be confined to performance areas that can be assessed scientifically by
examining positive and negative criteria and when sufficient opportunity for observation
exists.
 Use check list only when you are interested in ascertaining whether a particular trait or
characteristic is present or absent.
  Clearly specify the traits or characteristics to be observed.
 Have a separate checklist for each candidate individual observations can be recorded on a
master checklist.
 The observer must be trained how to observe? What to observe? And how to record the
observed behavior.
 Multiple observations provide a more accurate assessment of performance than a single
observation.
 Students should be evaluated in the natural setting or one as closely as possible to the real
situation.

A complete check list should be given to each student for review followed by an individual
session with the student to discuss the strength and weakness of the performance and formulate a
plan to improve the performance.
 RATING SCALE

Introduction

A rating scale is a set of categories designed to elicit information about a quantitative or a

qualitative attribute. It is one of the important methods of assessing personality traits. A rating
scale is an instrument that requires the rater to assign the rated object that has numerals assigned
to them. It consists in asking certain persons, who know the candidates to be assessed on certain
traits. Rating means the judgment of one person by another and a rating scale is a method by
which we systematize the expression of opinion concerning a trait. Rating scales are associated
with a number and descriptive text, and can be incorporated into checklists or feedback reports or
used independently.

Definition

 According to Barr, Rating is a term applied to an expres- sion of opinion or judgments

regarding some situation, object or character opinions are usually expressed on a scale of
values.
 According to Ruth Strang, 'Rating is, in essence, directed observation.
 ‘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’.
 Rating scales provide a systematic procedure for obtaining, recording and reporting the
observer's judgment, For example: How good was the performance?

Excellent Very Good Good Average Poor

Types of Rating Scales
We can broadly classify rating scale into 5 categories. These are:
1. Numerical scale
2. Graphic scale
3. Descriptive scale
4. Cumulative points
5. Forced choice
1. Numerical scale: In this, the extent or degree to which a particular attribute is present in an
individual is indicated by numbers. A sequence of defined number is supplied to the rater or to
the observer. The observer puts a tick or circle on the number to which the student possesses that
attribute. Each number is given a verbal description that remains constant for a particular
character. The rater assigns a code number and approximate number to each trait of the person
being rated or to the descriptive phases. Arranged in order of the degree, level, intensity, or
frequency with which they indicate possession or lack of occurrence of each trait
Example: Encircle the appropriate number showing the extent to which Sandeep exhibits his
skill in questioning.

5 4 3 2 1
Outstanding Above Average Average Below average Unsatisfactory

2. Graphic rating scale: The graphic scale is the most popular and the widely used type of
rating scale. In this scale, a straight line is shown, vertically or horizontally, with various cues to
help the rater. The line is either segmented in units or it is continuous. To use the scale, directions
are given. Descriptive phrases closely correspond to the numerical points on the scale printed
horizontally at various points from lowest to highest. The rater indicates the performances
standing in respect to each trait by placing a tick mark at an appropriate point along the line.
Here the degree of each characteristic arranged so that the rater can make as fine distinctions as
he wishes to make. This will help the rater to indicate his own preferences. It ensures fineness of
scoring. By this scale we can avoid vague, unlikely and extreme statements.
Example: Prof Jaspreet Sodhi delivers lecture in the class:
 At very fast At moderate At a very slow
At fast speed At slow speed speed
speed speed

These are simple, interesting and easy to administer. The rater can fill them out quickly as such
scales do not bother them with numbers. The only limitation of this scale is that it is very
difficult to score such scales.

3. Descriptive rating scale: This type of rating scale does not use numbers, but divides the
assessment into a series of verbal phrases to indicate the level of performance. Provide for each
trait of descriptive phrases from which the rater selects the one most applicable item being rated
selected usually by means of a check mark
Example: While preparing a black board summary, how was the penmanship?

1 2 3
Legible, beautiful, uniform size Normally readable, good Illegible, bed looking, tends to
looking, fluent draw out line

4. Cumulative point scale: In this type of rating, the total score for an individual or object is the
sum or average of the weighted or unweighted points, 'Guess -Who technique' and ' Check list
method' belong to this category or rating.
5. Forced choice scale: In this scale, the rater is asked to state whether the ratee has more of one
trait than of another. Here, the rater is given a set of verbal statements representing different
attributes of a trait and then rater decides which statement or statements are best suited to the
individual being rated. Generally, two alternative forms of items are commonly used. Here one
statement of the item is favorable and other statement is unfavorable. So, descriptions are stated
in very short sentences or by trait names, which we call elements. These elements are used to
construct items and then 'discrimination value' and ' preference value' are determined for each
element. In forming an item, elements are paired. Two statements or traits with some high
preferences value are paired, one of which is valid and the other not. Two pairs of statements,
one with high preference value and the other one with low preference value are combined to
form tetrad.
An example of a tetrad given by Guilford is as under:
 Careless
 Serious minded
 Energetic
 Snobbish
Comparative rating scale: In this type of rating scale, the rater makes a judgment about a
person's attributes by comparing with other similar persons. The rater has clear knowledge of the
activities of the given groups or individuals. For example: The rater may be asked to specify the
comparative ability of a teacher with reference to teaching in a college.
Other types of rating scales
Paired comparison scaling
Respondent is presented with two objects at a time.
Then asked to select one object in the pair according to some criterion.
The data obtained are ordinal in nature. Arranged or ranked in order of magnitude.
Easy to do if only a few items are compared.
If the number of comparisons is too large, respondents may become fatigued and no
longer carefully discriminate among them.
Rank order scaling
Respondents are presented with several objects simultaneously
Then asked to order or rank them according to some criterion.
The data obtained are ordinal in nature. Arranged or ranked in order of magnitude
Commonly used to measure preferences among brands and brand attributes
In this type the judge is simply required to place the people being rated in a rank order
from high to low on the attitude or opinion in question. A given individual's scale position
is given in relation to other people in the sample. The units of the scale are unequal.
Constant sum scaling
Respondents are asked to allocate a constant sum of units among a set of stimulus objects
with respect to some criterion
Units allocated represent the importance attached to the objects
 The data obtained are interval in nature
Allows for fine discrimination among alternative.
Principles in Preparing Rating Scales
 It directly relates to learning objectives
 Needs to be confined to performances areas that can be observed
 Clearly define the specific trait or mode of behavior The trait or behavior should be
readily observable, it should be observable in a number of situations
 Allow some space in the rating scale card for the rater to give supplementary remarks
 3-7 rating positions may need to be provided There should be provision to omit items as
sometimes teacher fails to judge properly
 Pooled ratings from more than one observer participation in instrument development will
make this more objective, clear, valid and reliable
 All raters should be oriented to the specific scale as well as the process of rating in
general
 Consider evaluation setting feedback and student participation
 The rater should be unbiased and trained. Have expert and well informed raters.
Uses of Rating Scales
 To evaluate skills, product outcomes, activities, interests, attitudes, and personnel
characteristics.
 Procedure evaluation: Useful in evaluating procedures are it focuses on the same aspect
of performance.
 Product evaluation: When pupil performance results in some type of product. It is
desirable to judge the product.
 Evaluating personal social development: Commonest types used in schools, ratings are
modes after a fixed period of observations. Ratings are done at periodic intervals.
Characteristics of Rating Scales
 Clarity: The rating scale must be constructed using short, concise statements in simple
and unambiguous language.
 Relevance: The statement designed in a rating scale should be relevant to the
phenomenon and it should be accordingly.
  Variety: While developing the rating scale monotony of the statements must be avoided
and variety of different statements must be ensured.
 Objectivity: The statement formed in a rating scale must be objective in nature.
 Uniqueness: Each statement constructed in a rating scale must be unique in itself so that
the attributes can be judged appropriately.
Defects of the Rating Scales
Special efforts are needed to counteract certain types of errors occur in rating. Different types of
errors are as follows:
 Error of lenience or severity: There is a general tendency among the raters to overrate
those whom they know or with whom they are ego-involved, Such raters are called 'easy
raters'. On the other hand, some raters rate individuals lower than they should due to
some reasons. Such raters are called 'hard raters'. Thus, the leniency error refers to a
general and constant tendency of the rater to rate too high or too low for whatever
reasons. When rating is too low, the constant error is termed as negative leniency and
when rating is too high the constant error is termed as positive leniency. The positive
leniency error is most common. The error may be counterbalanced by making a provision
for less number of unfavorable cues than favorable cues.
 A personal bias error is indicated by a general tendency to rate all individuals at
approximately the same position in the scale. Some raters tend to use the high end of the
scale only, which is probably the most common type of bias and is referred to as the
generosity error. Other error is severity error, in which the lower end of the scale is
favored.
 The error of central tendency: A third type of constant response is shown by the rater
who avoids both extremes of the scale and tends to rate everyone as average. This is
called the central tendency error. The error of central tendency describes the tendency of
an appraiser to cluster appraisals around a central point-usually an 'average' or 'middle'
point on a scale. This can result from the fear of rating too high or too low. It may seem
safer to cluster all scores toward the center to lend greater 'validity' to the appraisal.
 Halo effect: The halo effect is an error that occurs when a rater's general impression of a
person influences the rating of individual characteristics. This term refers to a rater's
tendency to rate all aspects of performance based on the observance of one trait. For
 instance, if you observe that a certain employee is a meticulous and thorough worker, you
might rate the employee high on all characteristics. This is a very common error among
evaluators.
 Logical error: It results when two characteristics are rated as more alike or less alike
than they actually are because of the rater's beliefs concerning their relationship. In rating
intelligence, for example, teachers tends to overrate the intelligence of pupils with high
achievements because they expect the two characteristics to go together. Similarly,
teachers who hold the common but false belief that gifted pupils have poor social
adjustments will tend to underrate them on social characteristics. The errors, here, do not
result from biases toward certain positions on the rating scales, but rather from the rater's
assumption of a more direct relationship between traits than actually exists.
 The contrast error: It refers to a tendency of the rater to rate others in the direction
opposite from himself. This is because of the common human tendency to see others like
ourselves and criticize them for not being so. Actually, the phenomenon of reaction
formation and of projection may be responsible for such type of attitudes of raters
towards some traits. This tendency reflects more particularly in the traits like, co-
operativeness, orderliness, cleanliness and faithfulness, etc. Suppose a teacher is highly
dedicated towards his job, then, according to this error he will rate others to be less
dedicated by comparing other teachers with himself.
 The proximity error: This error is seen when two close types of traits are rated
simultaneously or two traits are near in space or time in this situation raters tends to
include covariance among related trait variables. For example, the two traits cooperation
and friendliness has proximity. If a rater rates a subject very high on friendliness trait,
then it is possible that the same rater may rate the same subject high on the trait of
cooperation also. This error may be counterbalanced, to some extent, by placing similar
traits farther apart and dissimilar ones together.
Factors Improving Validity of the Rating
 Take care in the construction of the scale, and the selection of the raters
 Encourage raters not rate those traits or persons for which or for whom they have
insufficient or no knowledge.
 Average judges' ratings
  Rate only on trait or characteristics at a time
 To reduce the halo effect, vary the direction of the scale, that is, for some ratings, have
the first position indicate a desirable trait, the last an understandable trait, and vice versa
 Avoid making the extreme so atypical of behavior that few raters will use these points
 Make the meaning of the intermediate levels closer to the neutral or average level rather
than the extreme point.
 The rater may be asked to quote an instance in support of his judgment to avoid careless
rating.
Advantages of Rating Scales
 Rating scales are easy to administer and score the measured attributes
 They have a wide range of application in nursing educational evaluation
 Graphic rating scale is easier to make and less consuming
 Rating scales can be easily used for a large group
 They are also used for quantitative methods
 They may also be used for the assessment of interests, attitudes and personal
characteristics
 Rating scales are adaptable and flexible assessment instruments.
Disadvantages of Rating Scales
 It is difficult or dangerous to fix up rating about many aspects of an individual
 Misuse can result in a decrease in objectivity
 There are chances of subjective evaluation thus the scales may become unscientific and
unreliable
 There is a lack of uniformity with which terms are interpreted by evaluators
 There are several common sources of errors in rating scales.
Limitations of Rating Scales
 It is difficult or dangerous to fix up rating about many aspects of an individual
 The halo effect of the judgment may take place
 Chances like the rater may overestimate the qualities of a known person and
underestimate those of unknown persons
 The rater does not want to make an extreme judgment, chances of subjective evaluation
thus the scales may become unscientific and unreliable.
Conclusion
A checklist is a type of job aid used in repetitive tasks to reduce failure by compensating
for potential limits of human memory and attention. Checklists are used both to ensure that
safety-critical system preparations are carried out completely and in the correct order, [1] and in
less critical applications to ensure that no step is left out of a procedure. they help to ensure
consistency and completeness in carrying out a task. A basic example is the "to do list". A more
advanced checklist would be a schedule, which lays out tasks to be done according to time of day
or other factors, or a pre-flight checklist for an airliner, which should ensure a safe take-off
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. More than noting the
presence or absence of a behavior, the rating scales locate the behavior to a point on a continuum
and also involves judgments regarding quantitative and qualitative abilities. 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. 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". A rating scale is a device used to evaluate situations or
characteristics that can occur or be present in varying degrees, rather than merely be present or
absent as in the instrument so designed as to facilitate appraisal of a number of traits or
characteristics by reference to a common quantitative scale of values.
Journal

Validation of global rating scale and checklist instruments for the infant lumbar puncture
procedure, 2013, Jun, Pubmed.

Author: Gerard M. James, Kessler O. David, Et. al.

Abstract

Introduction: The Patient Outcomes in Simulation Education network has developed tools for
the assessment of competency to perform the infant lumbar puncture (ILP) procedure. The
objective of this study was to evaluate the validity and reliability of these tools in a simulated
setting.

Methods: We developed a 4-point anchored global rating scale (GRS) and 15-item dichotomous
checklist instrument to assess ILP performance in a simulated environment. Video recordings of
60 subjects performing an unsupervised lumbar puncture on an infant bench top simulator were
collected prospectively; 20 performed by subjects in each of 3 categories (beginner, intermediate
experienced, or expert). Three blinded, expert raters independently scored each subject's video
recording using the GRS and checklist instruments.

Results: The final version of the scoring instruments is presented. Across all subject groups,
higher GRS scores were found with advancing level of experience (P < 0.01). Total checklist
scores were similar between the expert and intermediate experienced groups (P = 0.54). Both
groups scored higher than the beginner group on the checklist instrument (P < 0.01). For each
rater, a significant positive correlation was found between GRS scores and total checklist scores
(median ρ = 0.75, P < 0.01). Cronbach α coefficient for the checklist was 0.77. The intraclass
correlation coefficients between raters for the GRS and total checklist scores were 0.71 and 0.52,
respectively.

Conclusions: This study provides some initial evidence to support the validity and reliability of
the ILP-anchored GRS. Acceptable internal consistency was found for the checklist instrument.
The GRS instrument outperformed the checklist in its discriminant ability and interrater
agreement.

Bibliography:
01. Gerard M. James, Kessler O. David, Et. al. “Validation of global rating scale and
checklist instruments for the infant lumbar puncture procedure” 2013, Jun,
Pubmed. Available from: https://pubmed.ncbi.nlm.nih.gov/23388627/
02. Basher Shebeer P. “Text Book of Nursing Education”. 1 st edition. Mahalakshmipuram,
Banglore: EMMESS; 2018. Page no 222 – 226
03. Basavanthappa BT. “Nursing Education”. 2 nd edition. Ansari road, New Delhi:
JAYPEE; 2009. Page no 657 – 660, 744 – 748, 646 – 657.
04. Raj D. Elakkuvana Bhaskara, Bhaskar Nima. “Text Book of Nursing Foundation”. 2 nd
edition. Mahalakshmipuram, Banglore: EMMESS; 2019. Page no 338 – 348