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

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

Levels of learning in the psychomotor Domain


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.


The levels of psychomotor learning


Imitation is the ability to carry out the basics rudiments of a skill when given

directions and under supervision.


Manipulation is the ability to perform a skill

independent.

Precision It’s the ability to

perform an act accurately, efficiently, and harmoniously.

Observation of students Performance


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).


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.


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.


Evaluation of students Products


Evaluation of students ProductsAnother 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.


Assessing Performance through Student Portfolios


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.


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 year’s teacher;- Identifying areas and curriculum that need improvement;- Encouraging students to think about what constitutes a good

performance in learning areal; and - Grading students.


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.


Teachers need 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.


Tools for Measuring acquisition of Skills


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 student’s acquisition of motor and oral skills.


Rating Skills


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.

- Identify the qualities of the product to be assessed. Create a scale for each quality of performance aspect.

- Arrange the scales either from positive to negative or vice-versa.

- Write directions for accomplishing the rating scale.

Rating scale for lesson Presentation


Student Teacher ________________ Date _____

Subject ____________________

Rate the student teacher on each of the skill areas specified below. Use the following code:

5 = Outstanding4 = very satisfactory 3 = satisfactory 2 = fair 1 = Needs improvement


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


Checklist


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 judgedChecklist 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 Reported By:

Miguel Angelo Rosales BSED-Filipino

Education

An Introduction to the assessment of learning in the Psychomotor And Affective Domains