Checklists are typically used by the teacher to provide a record of various observations. At a later stage the teacher returns to the checklist when completing a more formative assessment form - or the checklist could have space for a comment, in which case the teacher can return and write the comment when s/he has more time.

Table 1 below is used by the teacher as s/he observes a fishbowl discussion. In a fishbowl discussion the group sits in a circle and if someone wishes to speak they move to the middle of the circle and tap on the shoulder of the person that they wish to replace, and then they contribute their point to the discussion. Normally two sit in the middle at a time. Using the codes provided in the checklist, the teacher is able to create a record of various trypes of contribution.

AN ASSESSMENT TOOL FOR A FISHBOWL Fishbowl Checklist Group 3 Topic: Child Labor . Plus Points . Minus Points . Ask clarifying question . Interrupt . George // Chris //// George Chris // Amy Donna / Amy Donna Doug / Marie /// Doug Marie Make relevant comment . Monopolize . George / Chris George Chris Amy //// Donna / Amy Donna Doug //// Marie// Doug Marie Use evidence re position Ignore facts . George / Chris George Chris Amy /// Donna Amy Donna // Doug// Marie// Doug Marie Tally the students' totals on the bottom.

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Checklists help the teachers especially when they should be considering a large number of factors that all contribute to one criterion of an assessment.

Figure 2 is an observation tool for social skills. Whenever the teacher sees a learner doing something relating to one of the criteria s/he notes this on the list and includes a date and a comment. Such a checklist provides a record of behaviour over a period of time.

Figure 1: Table- Observation of social skills

Connect to the Internet and follow this link to an online tool for creating checklists.