Checklists are similar to rank order items in that they consist of a list of descriptive terms, attributes, or even objects, and respondents are instructed to mark the items on the list that apply to the particular question. For example, students might be asked to mark all the adjectives in a list of personality characteristics that describe their teacher. This evaluation would, then, yield a score for the teacher on each characteristic, indicating how many raters checked the particular adjective; that is, the person's score on each item can be set equal to the number of judges who checked it. In the teacher's case, a score of '0' on the 'fairness' item would mean that nobody thinks that the teacher is fair (which would be problematic). Because - unless otherwise instructed - different respondents may check a different number of items (e.g., someone may check almost all the adjectives, whereas another rater might check only one), this response set can have a pronounced effect on the scores and therefore some sort of grouping or statistical control is frequently used (Aiken, 1996).
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