5.9.2: Rating Scales

Learning Objectives

1. Define what a rating scale is.
2. Explain how a rating scale differs from other observation tools such as checklists.
3. Identify appropriate uses of rating scales.
4. Evaluate the advantages and limitations of rating scales, including the role of observer inference and the importance of clear behavioral categories.

What is a Rating Scale?

Rating Scales share similarities with Checklists. When we rate something, we assign 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, circles the code at the bottom, and asks you to rate the service you received during your visit. Organizations, like Consumer Reports, rate 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. The term "scale" is a little more challenging to define. According to Bentzen (2009), “a 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” (pg. 210).

When we combine the two terms, Rating and 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. 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 the 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 professional to know where to place the mark on the continuum line. Then, 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.

When to Use a Rating Scale

Rating Scales are good tools when you need to measure the intensity, frequency, or quality of a child's behavior or skills. They also provide a way to document subtle differences in performance or progress, which might be missed with a closed-ended checklist. Rating Scales are also appropriate when you want to compare skills over time and see how skills trend in a more streamlined manner. They are also a good tool when asking families to be involved in the documentation process, as they can be fairly easy to complete while still aligning with developmental benchmarks or standards.

Advantages and Disadvantages

Table \(\PageIndex{1})\. Advantages and Disadvantages of Rating Scales

Advantages	Disadvantages
Quick and easy to use, and no training is required	Does not provide rich details or context, like anecdotal notes or running records
Can be used for classroom planning purposes, either for individualizing with a child or for the whole group	No raw data is collected
Provides an opportunity to compare development at multiple points during the year	Results may be misleading
Intentionally left blank.	Observer bias can affect the ratings due to the high level of inference involved in rating the child
Intentionally left blank.	Categories for rating must be clearly defined for the observer to reduce errors

Collecting Data

Collecting 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. Below is an example of one category of behaviors (communicates with peers). An example of a Rating Scale could be their degree of communication with other children. A Rating Scale might look something like this:

Figure \(\PageIndex{1}\). Example Rating Scale of communication initiation with peers as rated in October. For original work, please see page 64.

The X (in between "seldom communicates with peers" and "communicates by initiating conversation with peers") indicates that the professional observed the child's development when communicating with peers in the classroom during the month of October, when the rating was recorded.

Both professionals and parents can see the child’s 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 one observes the child over the year, the second rating might use XX as the symbol and be rated in May. The second rating might look like this, indicating where the child frequently engages in 2-way conversation with peers.

Figure \(\PageIndex{1}\). Example Rating Scale of communication initiation with peers as rated in May. For original work, please see page 64.

It is possible to create a Rating Scale. It is important to define the behaviors, skills, attitudes, and personality clearly… 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 difficulty distinguishing between the amounts or degrees of 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, and unable to rate? We suggest no more than five categories per item to be rated.

The categories of behavior rated can be listed from high to low or low to high. The example above lists low-end behaviors displayed by younger children and high-end 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.

Organizing Data

Organizing your data for a Rating Scale should be done when organizing the child's observations. Since Rating Scales do not document raw data, you will use your previous observations to select which behaviors you will rate. As you review the Rating Scale, consider the following:

• What can you interpret from your observations to rate?
• Does the child demonstrate strengths or areas of need in any 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 the learning environment?

References, Contributors and Attributions

This section is a derivative from:

Peterson, G., Elam, E. & Studinka, D. (2020). Observation, assessment, and participation in early childhood. College of the Canyons, CA. https://www.palomar.edu/childdevelop...rly-childhood/ CC BY 4.0.

Bentzen, W. R. (6th ed.) (2009). Seeing young children: a guide to observing and recording behavior. Thomson Delmar Learning.