By: Agus Eko Cahyono and Jumariati
Rating scales are instruments used when the aspect of performance or the quality of a product varies from low to high, best to worst, good to bad, or on some other implicit continuum (Roid & Haladyna, 1982). The steps to construct a rating scale is first to define what aspects of performance are to be rated. Then, create the scale by employing one of these types: (1) simple numerical, (2) simple graphic, and (3) descriptive. Simple numerical uses certain scales to rate the qualities for instance from 1 (very poor), 2 (poor), 3 (fair), 4 (good) and 5 (very good). This type is very efficient and probably the most popular one. Numbers are used to represent degrees and the rater merely assigns a number to each object or performance being observed. The next type is simple graphic scale in which the rater is confronted with 3 to 7 terms representing the degrees. This type allows less chance for deviation among raters but it is less effective as it requires more time and more pages for writing the answer options. The last type describes the points on the rating scale more fully and easy to use even by untrained raters. The disadvantage is that it takes more time to develop.
The Semantic Differential Scales measure an individual’s reactions to stimulus words and concepts in terms of ratings on bipolar adjectives at each end. For example, an eight point response system that is anchored from or friendly at one end with hostile at the other, or good at one end with evil at the other, or polite at one end with rude at the other, etc. Typically a scale would consist of a minimum of five bipolar pairs and the score would be obtained by adding the numeric values of the responses.
Checklists are the method used to examine a set or sequence of observable behaviors in a performance which allow for a clear-cut determination of whether or not the student has performed various behaviors. This means that it applies only the observable events not abstract qualities like completeness, goodness, and clarity. Checklists are also used to evaluate the qualities of a product. In developing this type of checklist, we start by examining the examples of good and bad qualities and put the common qualities into the checklist.
Observations are used to observe certain aspect of a performance or a quality of a skill. There are two forms: noting the presence or absence of an aspect or quality and noting the degree to which that aspect or quality exists. The first step in construction an observation for a skill is to make sure that the instructional objective specifies clearly the type of the behavior expected. Then, the aspects observed are put into checklist in which observer can give a check mark indicating the presence or the absence. Narrative description on observation is also possible but this may lead to personal bias of the observer’s subjective judgment. The methods of observation can be done directly wherein the observer is present and visible to the student and indirectly by using recording device so that the observer is absent but still can examine the observed aspects.
Questionnaires are also useful in obtaining the data on respondents’ idea, beliefs, attitudes, knowledge, and values on certain things (Colosi, 2006). There are two main types of questionnaires: closed and open-ended. The first type requires respondents to give responses on a fixed question or statement within certain scales of responses while the latter gives respondents opportunity to explain or expand their responses. In developing questionnaires, statements or questions must be clear, direct to one question at a time, unambiguous, and the language as well as the expected knowledge should fit the target group. A good questionnaire provides clear direction to the respondents about what to do so that no respondent skips answering the items.
References:
Colosi, L. 2006. Designing an Effective Questionnaire. Cornell University: Cooperative
Extension.
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