{"id":248,"date":"2026-07-03T18:46:15","date_gmt":"2026-07-03T18:46:15","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/?post_type=chapter&p=248"},"modified":"2026-07-03T23:44:50","modified_gmt":"2026-07-03T23:44:50","slug":"rating-scales","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/rating-scales\/","title":{"raw":"Rating Scales","rendered":"Rating Scales"},"content":{"raw":"

Introduction<\/h2>\r\nAs Duration Records were similar to Frequency Counts, Rating Scales share similarities with Checklists. When we rate something, we are assigning it a value or quality (Bentzen, 2009). Has this ever happened to you? When you go to the store and make a purchase, the cashier hands you a receipt and circles the code at the bottom and asks you to rate the service you received during your visit. Organizations like Consumer Reports rates everything from refrigerators to cars to laundry soap. As a consumer, you look at the product ratings you want to purchase and hopefully make the best decision based on quality, functionality, and price.\r\n\r\nThe term scale is a little more challenging to define. According to Bentzen (2009), \u201ca scale is simply an instrument with which to measure or record the relative degree to which children possess certain skills, abilities, behaviors, personality, characteristics, and so forth\u201d (pg. 210). When we combine the two terms Rating Scale, we have a method of observation. We are distinguishing the differences among various categories of development demonstrated by the child through their skills, abilities, behaviors, etc.\r\n\r\nRating Scales are considered an informal method of observation. Rating Scales consist of rating or assigning a value or quality to a behavior. This is another method where no raw data is collected (no words only length of time). With no raw data collected, Rating Scales are one of the most closed-ended observation methods. Since you are observing only a particular category of behavior, Rating Scales are highly selective. Clearly defined categories of behavior are essential for the teacher to know where to put the mark on the continuum line. The inference is used on the part of the observer when you decide where to place the mark on the line. As an observer, you must judge if the behavior fits the category listed on the continuum.\r\n\r\n
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Collecting Your Data<\/h2>\r\nCollecting data for a Rating Scale is rather easy. Making a mark on a line is about as easy as it gets. Of course, where to make the mark on the line is extremely important. You must be accurate in your rating based on your previous observations. An example of a Rating Scale could be their degree of communication with other children.\r\n
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Examples<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nCommunicates with Peers: October Rating\r\n\r\n[caption id=\"attachment_249\" align=\"aligncenter\" width=\"549\"]\"Rating Example from the Palomar College Child Development Center Social Attitudes and Maturity Rating Scale[\/caption]\r\n\r\nThe X is where the teacher has observed the child's development when communicating with peers in the classroom during the month of October when the rating was recorded.\r\n\r\nThe teacher and parents can see the child\u2019s development over time by recording the observed data on the Rating Scale. You gather all of their previous observations and mark the scale where, to the best of your ability, the child's development is present during this rating period (October). As the teacher observes the child over the year, the second rating might use XX as the symbol and be rated in May.\r\n\r\nThe second rating might look like this:\r\n\r\n<\/div>\r\n\r\n[caption id=\"attachment_250\" align=\"aligncenter\" width=\"537\"]\"Rating Example from the Palomar College Child Development Center Social Attitudes and Maturity Rating Scale[\/caption]\r\n\r\n
<\/div>\r\n<\/div>\r\nIt is possible to create a Rating Scale. It is important to define the behaviors, skills, attitudes, personality clearly\u2026 to be rated. For this section, we will refer to behaviors as a term to include any from this list. A fundamental Rating Scale lists categories as yes\/no\/sometimes. In the above example, only three items are rated along a continuum (a line showing a range of behaviors). The number of categories on the continuum can be three, five, or even up to seven. The problem with having too many items is that the observer can have a difficult time distinguishing between the amounts or degrees between these categories. It is difficult to make fine distinctions between areas that can be too loose or too tight (Bentzen, 2009). For instance, what is the difference between excellent, very good, good, standard, below standard, poor, unable to rate? We suggest no more than five categories per item rated.\r\n\r\nThe categories of behavior rated can be listed from high to low or from low to high. The example above lists low end or behaviors displayed by younger children to high end or behaviors presented by older children. No matter the direction you choose to rate the behavior, the creator of the Rating Scale must be consistent in direction (either low to high or high to low) or rating if more than one behavior at a time is included on the Rating Scale.\r\n\r\n
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Organizing your Data<\/h2>\r\nOrganizing your data for a Rating Scale should be done when you are organizing your child's observations. Since Rating Scales do not document raw data, you will use your previous observations to select which behaviors you are going to rate. As you review the Rating Scale, what can you interpret from your observations to rate? Does the child demonstrate strengths or areas of need in any of the developmental domains or areas of learning? Which milestones and skills need further support? As you consider those questions, reflect on a plan of action that you might use to support that child further. How can you provide opportunities for the child to socialize more? What adjustments need to be made to make to the classroom?\r\n\r\nAdvantages and Disadvantages of Rating Scales\r\n\r\n\r\n\r\n\r\n
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Advantages<\/strong><\/p>\r\n<\/th>\r\n

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Disadvantages<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n

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  • Quick and easy to use, and no training is required<\/li>\r\n \t
  • Can be used for classroom planning purposes, either for individualizing with a child or for the whole group<\/li>\r\n \t
  • Provides opportunity to compare development at multiple points during the year<\/li>\r\n<\/ul>\r\n<\/td>\r\n
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