Chuska Scale for Determining Rate of Retention

The lesser importance of the two types of determining Rate of Retention involves assessment that heavily relies on memory. The other type has two elements. The first is that type of assessment that calls for understanding the larger knowledge involving concepts, generalizations, laws and principles. The second element is that of assessment that calls for the application of learning to similar, analogous or different, but related situations. This checklist is constructed toward the second type of assessment.

What is to be assessed?	Check	High Rate or Degree of Retention
Facts		Makes "A's" or "B's" consistently.
Facts		Demonstrates good study habits.
Facts		Demonstrates good test-taking strategies.
Processes		Is consistently able to apply previously learned processes competently and accurately.
Concepts, Generalizations, Laws and Principles		Is able to identify concepts taught in the present or past units or for which there has been much exposure and practice in previous years.
Concepts, Generalizations, Laws and Principles		Is able to draw generalizations consistently from given data or information.
Concepts, Generalizations, Laws and Principles		Is able to identify principles taught in the present or past units.
Concepts, Generalizations, Laws and Principles		Is able to relate present learning to past learning.
Concepts, Generalizations, Laws and Principles		Is able to see the relationship between past and present learning.
Thinking Skills		Is able to lay out a plan of attack when given a problem situation.
Thinking Skills		Is able to apply a valid plan for making a decision based on the given data or situation.
Thinking Skills		Is able to justify and support his/her resolution of a given issue by applying a comprehensive process.
Facts		Grades on this type of test consistently low.
Facts		Needs much review before a test.
Facts		Does not have adequate test-taking skills and habits.
Facts		Demonstrates poor study skills and habits.
Processes		Does not apply a complete process previously practiced.
Processes		Consistently asks for major help after repeated remedial help.
Processes		Demonstrates a continuing need to use learning aids.
Processes		Demonstrates a lack of independence on given tasks.
Processes		Is erratic in carrying out previously learned processes.
Concepts, Generalizations, Laws and Principles		Has difficulty abstracting general learning from specific learning.
Concepts, Generalizations, Laws and Principles		Has difficulty retaining the ideas from the facts and data given or developed during instruction.
Concepts, Generalizations, Laws and Principles		Given new application situations, the student is not able to extrapolate from given facts and data.
Concepts, Generalizations, Laws and Principles		Is not able to identify major lessons, themes or author intended outcomes.
Thinking Skills		Demonstrates lack of ability to apply previously taught and practiced problem solving, decision-making and issue resolution skills.