1.

An introduction to the assessment of Learning in the Psychomotor and Affective

Domains An introduction to the assessment of Learning in the Psychomotor and
Affective Domains
2. Levels of learning in the psychomotor Domain An introduction to the assessment
of Learning in the Psychomotor and Affective Domains
3. The Psychomotor domain of learning is focused on process and skills involving
the mind and the body. (Eby and Kojuwa, 1994). It is the domain of which
classifies objectives dealing with physical movements and coordination (Arends,
1994; Simpson, 1966). Thus, objectives in the psychomotor domain require
significant motor performance. Playing a musical instrument, singing a song,
drawing, dancing, putting a puzzle together. Reading a poem and presenting a
speech are examples of skills developed in aforementioned domain of learning.
An introduction to the assessment of Learning in the Psychomotor and Affective
Domains
4. The levels of psychomotor learning An introduction to the assessment of
Learning in the Psychomotor and Affective Domains
5. Imitation is the ability to carry out the basics rudiments of a skill when given
directions and under supervision. An introduction to the assessment of Learning
in the Psychomotor and Affective Domains
6. Manipulation is the ability to perform a skill independent.
7. Precision Its the ability to perform an act accurately, efficiently, and
harmoniously.
8. Observation of students Performance An introduction to the assessment of
Learning in the Psychomotor and Affective Domains
9. Is an assessment approach in which learner does the desire skill in the presence
of the leader. For instance in physical education class. The teacher can directly
observe how male students dribble and shoot the basketball. Observation
performance can either be holistic or atomistic. (Louisell and Descamps, 1992).
An introduction to the assessment of Learning in the Psychomotor and Affective
Domains
10. Holistic Observation is employed when the teacher gives a score or
feedback based on pre-established prototypes of how an outstanding, average,
of deficient looks. Prototype is designed to test and trial a new design to enhance
precision by system analysts and users. Prototyping serves to provide
specifications for a real, working system rather than a theoretical one. An
introduction to the assessment of Learning in the Psychomotor and Affective
Domains
11. Atomistic or analytic This type of observation requires that a task analysis
be conducted in order to identify the major subtask involved in the students
performance. An introduction to the assessment of Learning in the Psychomotor
and Affective Domains
12. Evaluation of students Products An introduction to the assessment of
Learning in the Psychomotor and Affective Domains
13. Evaluation of students Products Another approach that teacher can use in
the assessment of students mastery of skills. Example: Projects in different
learning areas may be utilized in assessing students progress. Student products
include drawings, models, construction paper products, etc. An introduction to
the assessment of Learning in the Psychomotor and Affective Domains
14. Assessing Performance through Student Portfolios An introduction to the
assessment of Learning in the Psychomotor and Affective Domains
15. Portfolio assessment is a new form of assessing students performance
(Mitchell, 1992). It is used in the classroom to gather a series of students
performances or products that shows accomplishments and/or improvement
over time. An introduction to the assessment of Learning in the Psychomotor
and Affective Domains
16. Wolf (1989) says that portfolio can be used for the following purposes: -
Providing examples of student performance to parents; - Showing student
improvement over time; - Providing a record of students typical performances to
pass on the next years teacher; - Identifying areas and curriculum that need
improvement; - Encouraging students to think about what constitutes
a good performance in learning areal; and - Grading students. An introduction to
the assessment of Learning in the Psychomotor and Affective Domains
17. According to Airisian (1994), there are four steps to consider in making use
of this type of performance assessment. 1. establishing a clear purpose. 2.
setting performance criteria. 3. creating an appropriate setting. 4. forming scoring
criteria or predetermined rating. Purpose is very important in carrying out portfolio
assessment. An introduction to the assessment of Learning in the Psychomotor
and Affective Domains
18. Teachersneed to collaborate with their colleagues in setting a common
criterion, it is crucial that they involve their students in setting of performance.
Portfolio assessment also needs to consider the setting in which students
performance will be gathered. Lastly,scoring methods and judging students
performance are required in portfolio assessment. An introduction to the
assessment of Learning in the Psychomotor and Affective Domains
19. Tools for Measuring acquisition of Skills An introduction to the assessment
of Learning in the Psychomotor and Affective Domains
20. Tools for Measuring acquisition of Skills As pointed out previously,
observation of student performance and evaluation of student products are ways
by which teachers can measure the students acquisition of motor and oral skills.
An introduction to the assessment of Learning in the Psychomotor and Affective
Domains
21. Rating Skills An introduction to the assessment of Learning in the
Psychomotor and Affective Domains
22. Rating Skills Is nothing but a series of categories that is arranged in order
of quality. It can be helpful in judging skills, products, procedures. According to
Reyes (2000), there are three steps to follow in constructing a rating scale.
23. - Identifythe qualities of the product to be assessed. Create a scale for
each quality of performance aspect. - Arrangethe scales either from positive to
negative or vice-versa. - Writedirections for accomplishing the rating scale.
24. Rating scale for lesson Presentation An introduction to the assessment of
Learning in the Psychomotor and Affective Domains
25. Student Teacher ________________ Date _____ Subject
____________________ Rate the student teacher on each of the skill areas
specified below. Use the following code: 5 = Outstanding 4 = very satisfactory 3 =
satisfactory 2 = fair 1 = Needs improvement An introduction to the assessment of
Learning in the Psychomotor and Affective Domains
26. RUBRICS Audience contact Enthusiasm Speech quality and delivery
Involvement of the audience Use-non verbal communication Use of questions
Directions of reinforcement Use of teaching aids and instructional materials An
introduction to the assessment of Learning in the Psychomotor and Affective
Domains
27. Checklist An introduction to the assessment of Learning in the
Psychomotor and Affective Domains
28. Checklist Differs from a rating as it indicates the presences or absence of
specified characters. It is basically a list of criteria upon which a students
performance or end product is to be judged Checklist is used by simply checking
off the criteria items that have been met. _________ Displays interest in the
experiment _________ Helps in setting up the experiment
_________Participates in the actual conduct of the experiment. ________Makes
worthwhile suggestions An introduction to the assessment of Learning in the
Psychomotor and Affective Domains
29. An introduction to the assessment of Learning in the Psychomotor and
Affective Domains Reported By: Miguel Angelo Rosales BSED-Filipino



Instructional design/Psychomotor behaviors/Strategies in Psychomotor
Assessment
< Instructional design | Psychomotor behaviors
Contents
[hide]
1 Introduction
o 1.1 Learning Objectives for this lesson:
2 Begin with the Objectives
o 2.1 Examples of Objectives in the Psychomotor Domain
o 2.2 Learning Activity 1
3 Creating Assessment Checklists for the Psychomotor Domain
o 3.1 Learning Activity 2
4 References
Introduction[edit]
This lesson will focus on strategies for assessment of psychomotor skills.
The Psychomotor Domain is skill based and refers to the learning of physical
skills. Physical skills are the ability move, act, or manually manipulate the body to
perform a physical movement. There are three instructional levels; imitation,
practice, and habit that were defined in Introduction to the Psychomotor
Behaviors article.
Assessment of the psychomotor domain requires an instructor to grade the
activity without the use of a paper and pencil test. Psychomotor skills need to be
performed and observed to determine mastery of the skill.
Learning Objectives for this lesson:[edit]
Learners will be able to give examples of objectives that fall into the
psychomotor domain
Learners will be able to construct a checklist for evaluating psychomotor
objectives

You will be asked to complete two Learning Activities associated with this lesson.
Begin with the Objectives[edit]
As with any learning activity, assessment begins with the learning objectives.
Objectives in the psychomotor domain are created under the same criteria as
objectives in the other domains. Creation of learning objectives are beyond the
scope of this article.

Examples of Objectives in the Psychomotor Domain[edit]
Assessment of any of these example objectives can be accomplished through
observation by the evaluator/instructor.
Sports:
Student will demonstrate effective technique when performing 50 bicycle
crunches within 2 minutes.
Life Skills:
Student will prepare the proper amount of dry spaghetti pasta for 4 adults
using the correct process resulting in properly prepared pasta.

Oftentimes objectives from the psychomotor domain contain certain key words
like those listed in the table below.
Stage Category Key Words
1 Imitation
Copy, follow, replicate, repeat, adhere, observe, identify, mimic,
try, reenact, and imitate
2 Manipulation Re-create, build, perform, execute, and implement
3 Precision
Demonstrate, complete, show, perfect, calibrate, control, and
practice
4 Articulation
Construct, solve, combine, coordinate, integrate, adapt, develop,
formulate, modify, master, improve, and teach
5 Naturalization Design, specify, manage, invent, and project-manage
Learning Activity 1[edit]
Print out the Psychomotor Objectives WorkSheet and place a check mark next to
those objectives listed that are examples of objectives that fall into the
psychomotor domain.

Self-Check
When you have completed the Psychomotor Objectives Worksheet compare
your answers to the Psychomotor Objectives Answer Sheet.
Creating Assessment Checklists for the Psychomotor Domain[edit]
Using one of our example objectives from the previous section:
Student will demonstrate effective technique when performing 50 bicycle
crunches within 2 minutes.

Using the Assessment Checklist template we will contruct a checklist that will
help the instructor assess the mastery of the student in meeting the objective.

The first step is to determine the learning outcome, which has already been
identified above Student will demonstrate effective technique when performing 50
bicycle crunches within 2 minutes. Now we are assuming that the evaluator or
instructor is already an expert in performing bicycle crunches. However, here we
will assume first that a description of the proper technique is necessary. It is also
a good idea to include it in your checklist for the student so they understand the
required expectation.

Description: Each individual must lie on their back and put their hands behind
their head. Next they raise their legs so their thighs are perpendicular to the floor
and their lower legs are parallel to the floor. The individual will curl up and bring
their left elbow toward their right side while drawing their right knee in to meet it.
It is like the individual is riding a bike; alternate sides, continuing the motion back
and forth. The individual should not flap their elbow across their body; they
actually rotate their shoulder across and squeeze their abs.

We also need to decribe the criteria that the student is being assessed.

Directions: Each individual must perform 50 bicycle crunches demonstrating
effective technique. Each individual must complete the bicycle crunches within 2
minutes without pausing
Now we determine the scale and the criteria for that scale.

A common scale is outlined.

Scale
4 (excellent) Performs the bicycle crunches flawlessly. Does not need to
check. position, does not pause. Completes 50 bicycle crunches without
pausing within the 2 minutes.
3 Performs the bicycle crunches but is somewhat unsteady. Completes the
bicycle crunches within 2 minutes.
2 Performs the bicycle crunches but is somewhat unsteady. May pause one
or more times. Takes more than 2 minutes to complete the bicycle crunches.
1 the bicycle crunches but is very unsteady, may pause one or more times,
and/or takes more than 2 minutes.
0 Cannot complete a bicycle crunch correctly

The last item for the checklist outlines the conditions for assessment.

Conditions of Assessment
Assessment occurs only during the bicycle crunch phase.
The individual indicates when the assessment should begin.
The assessment ends as soon as the individual reaches 50 bicycle crunch
count, 2 minutes has elapsed, or the individual tells the evaluator they want to
stop.


To see the complete Assessment Checklist for this objective see the Bicycle
Crunches article.

Learning Activity 2[edit]
Using the objective below and the Assessment Checklist template create an
assessment checklist for that objective.
Student will prepare the proper amount of dry spaghetti pasta for 4 adults using
the correct process resulting in properly prepared pasta.
Remember the steps to creating the checklist.
Self Check
To check your checklist click on the corresponding link below.
Pasta
References[edit]
Blooms Taxonomy Learning Domains retrieved
from http://www.nwlink.com/~donclark/hrd/bloom.html on April 1, 2007
Romiszowski, A (1999) The Development of Physical Skills: Instruction in the
Psychomotor Domain, Chapter 19, Instructional Design Theories and Models: A
New Paradigm of Instructional Theory, Volume II, C. M. Reigeluth, Mahwah, NJ,
Lawrence Erlbaum Associates.
Mager,R (1997) Preparing Instructional Objectives: A Critical Tool in the
Development of Effective Instruction, Center for Effective Performance