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An Introduction to the assessment of learning in the Psychomotor And Affective Domains
This document discusses methods of assessing learning in the psychomotor and affective domains. It describes the levels of psychomotor learning as imitation, manipulation, and precision. Assessment approaches discussed include observation of student performance, evaluation of student products, and portfolios. Rating scales, checklists, and rubrics are presented as tools to measure the acquisition of skills.
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An Introduction to the assessment of learning in the Psychomotor And Affective Domains
- 1. An introduction tothe 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 learningin the psychomotor Domain An introduction to the assessment of Learning in the Psychomotor and Affective Domains
- 3. The Psychomotor domainof 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 ofpsychomotor learning An introduction to the assessment of Learning in the Psychomotor and Affective Domains
- 5. Imitation is the abilityto 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 abilityto perform a skill independent.
- 7. Precision It’s the abilityto perform an act accurately, efficiently, and harmoniously.
- 8. Observation of studentsPerformance An introduction to the assessment of Learning in the Psychomotor and Affective Domains
- 9. Is an assessmentapproach 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 employedwhen 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 Thistype 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 studentsProducts An introduction to the assessment of Learning in the Psychomotor and Affective Domains
- 13. Evaluation of studentsProducts 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 throughStudent Portfolios An introduction to the assessment of Learning in the Psychomotor and Affective Domains
- 15. Portfolio assessment isa 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) saysthat 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. 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 collaboratewith 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 Measuringacquisition of Skills An introduction to the assessment of Learning in the Psychomotor and Affective Domains
- 20. Tools for Measuringacquisition 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. An introduction to the assessment of Learning in the Psychomotor and Affective Domains
- 21. Rating Skills An introductionto the assessment of Learning in the Psychomotor and Affective Domains
- 22. Rating Skills Is nothingbut 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 qualitiesof 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 forlesson 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 qualityand 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 tothe assessment of Learning in the Psychomotor and Affective Domains
- 28. Checklist Differs from arating 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 tothe assessment of Learning in the Psychomotor and Affective Domains Reported By: Miguel Angelo Rosales BSED-Filipino