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Developmental Checklist
It also helps a teacher to notice those pockets in the class’s performance and to try to determine if they are due to developmental readiness or due to experience and exposure. For example, in the sample given, only 50% of the students are demonstrating the ability to cut on a line. Is this due to the fact that the class’s cutting skills are below average, or is it relative to the opportunities offered to practice cutting on a line? Why is Tasha unable to string beads or place pegs in a pegboard? Is it due to hand-eye coordination deficits or rather she had never tried before the assessment date?
Another type of checklist may look like this:
Developmental Checklist for 3 ½ to 4 ½ Year Olds
Child’s Name: __Jimmy______ DOB: __10/12/03____ Date: __5/17/06_____
Gross Motor:
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Completion
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Skill assessed
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Comments
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√
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Balances on a narrow beam
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Jimmy is able to balance but not walk the entire distance
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√
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Coordinated running/stride
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Does this very well
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Walks/jumps forward, backwards, sideways
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Walks forward/backward/sideways – not jumps
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Climbs skillfully
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Still appears clumsy and needs some assistance
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√
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Balances on one foot, can hop & stand on tiptoes
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Does this very well
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Catches & throws a beanbag
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Can throw but not catch consistently
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√
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Steers bike around corners with feet on pedals
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Jimmy loves to ride a bike!
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This checklist (fig. 3.6) enables a teacher to not only assess the completion of a skill, but to make comments to demonstrate progress towards that mastery. This type of teacher-made assessment tries to combine both the checklist format with the observation format. When a
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